Özet:

The study attempts to identify what motivates university students to study in the flipped classroom environment using asynchronous online video lectures (AOVL). A mixed-method research approach was applied in collecting the data. The data on students' learning experiences and attitudes were collected through questionnaire surveys and focus group interviews. Thirty-one respondents participated in the questionnaire surveys and 10 respondents were voluntarily interviewed in a focus group discussion. The quantitative result indicates that students had positive perceptions in terms of intrinsic motivation and self-efficacy. Consistently, the interview discussion also reveals that the use of AOVL had successfully increased students’ learning motivation both in and outside of the classroom. Qualitative data were analyzed with thematic analysis and three key themes were identified, namely; (a) students’ mastery of content materials outside of the classroom (b) students’ interaction with peers and instructor, and (c) students’ learning autonomy. Conclusions from this study affirmed that the use of AOVL in the flip-class setting had successfully promoted students’ motivation based on self-determination theory (SDT) perspectives, namely: perceived competence, relatedness, and autonomy.

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