Abstract:

This study analyzed the effect of online flipped learning model (OFLM) on university students' online learning environment engagement. In addition, students' views about experiences in flipped teaching implementation were examined. The participants consisted of 34 students who were in the 2nd year of a primary school mathematics teaching program at a state university in Türkiye and who enrolled in the Approaches to Learning and Teaching Mathematics course taught online during the COVID-19 pandemic period. Quantitative and qualitative methods were simultaneously used to capture a holistic perspective. The quantitative data were obtained from the student engagement scale, and the qualitative data from the reflective diaries written by the students. The results revealed that OFLM had a positive and significant effect on students' learning environment engagement when compared before and after the implementation process. Considering the factors of engagement scale, a significant increase was identified across the students’ behavioral and emotional engagement. However, no significant increase was noted across their cognitive engagement. The positive effect of OFLM on students' engagement was also observed in reflective diaries written by the students during the implementation process. In this regard, the majority of the students reported that OFLM provided effective and active teaching, they had a lot of fun during the process, and their interest increased in the lesson. The qualitative results confirmed those of quantitative and revealed the reasons for the significant increase in students' engagement. The results of the present study yield strong evidence for the flipped learning to improve student engagement. This study harmonizes that flipped learning can be applied effectively in online education, and thus increasing students’ learning environment engagement.

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