Flipped Learning in Higher Education – Intrinsic Motivation for Quality Learning

“Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review” provides several key insights for making flipped learning (FL) effective in fostering intrinsic motivation (IM) in students. The key insights include:

1. Autonomy: FL promotes student autonomy by giving them control over their learning process. Students have the flexibility to choose when and where to engage with pre-class materials, which enhances their sense of responsibility and engagement.
2. Competence: Well-designed pre-class materials help students feel competent and prepared for in-class activities. Ensuring that students can engage with and master content before class fosters a sense of achievement and self-efficacy.
3. Relatedness: Group discussions, peer interactions, and collaborative projects within FL classrooms encourage a sense of relatedness, improving student engagement through social connections and cooperative learning.
4. Interactive and Engaging Content: Incorporating interactive tools like quizzes, videos, and gamified elements increases student participation and motivation. Gamification, such as badges and leaderboards, makes learning enjoyable and encourages students to complete pre-class work.
5. Instructor Support and Guidance: Teachers need to offer continuous support throughout the FL process, ensuring students understand the purpose of flipped learning and are guided in their self-study efforts. Scaffolding activities like quizzes and feedback help reinforce learning.
6. Blending Self-Study with In-Class Interaction: A balance between self-directed learning and collaborative, in-class activities is crucial. The in-class time should focus on higher-order thinking tasks like problem-solving and discussions, building on the pre-class preparation.
7. Technology Utilization: Effective use of technology, such as learning management systems, video hosting platforms, and communication tools, enhances accessibility to learning materials and promotes active student participation.

These aspects are critical to creating an engaging and motivating FL environment that supports student autonomy, competence, and relatedness, which are foundational to intrinsic motivation.

“In general, this systematic review has identified that IM can be promoted by FL as

autonomy, competence, and relatedness are promoted in the participants of the analyzed

articles through the encouragement of different aspects of FL intervention. In this regard, it

is crucial to keep in mind that FL pedagogical models used to support IM must achieve the

following strategies:

– have a good knowledge of the FL guidelines before designing the intervention.

– explain adequately to the students what FL is all about.

– monitor the students’ difficulties with regard to the FL intervention.

– make sure that students have prepared the material before class.

– know how to combine self-study with interaction.

– use badges and leaderboards in the gamification used in the FL intervention.“

The discussion section of “Flipped Learning in Higher Education for the Development of Intrinsic Motivation: A Systematic Review” focuses on two key research questions: (1) the relationship between flipped learning (FL) and intrinsic motivation (IM) in higher education, and (2) the essential aspects that should be included in FL models to develop IM.

Key Points from the Discussion:

1. FL’s Positive Impact on IM:
   • FL increases students’ intrinsic motivation by promoting the three basic psychological needs as outlined by self-determination theory (SDT): autonomy, competence, and relatedness. FL interventions allow students to take control of their learning, boost their confidence in mastering tasks, and encourage interaction with peers and instructors.
   • Students reported greater autonomy, felt better prepared for class, and found learning more enjoyable due to the flexible and interactive nature of FL.
2. Essential Aspects for Effective FL:
   • Understanding FL Guidelines: Teachers must thoroughly understand FL principles before designing interventions. Training seminars for instructors are recommended to build technical skills and align teaching objectives with FL methodologies.
   • Student Preparation and Awareness: Students should be well-informed about FL, its benefits, and how it works to enhance their participation and accountability in the learning process.
   • Monitoring Challenges: Continuous communication between students and instructors is essential to address the difficulties students may face with FL. For instance, students unfamiliar with FL might need additional guidance to adapt to this new mode of learning.
   • Ensuring Pre-Class Preparation: Instructors need to ensure that students prepare adequately before class by providing them with clear pre-class materials and tools such as quizzes to check their readiness.
   • Combining Self-Study and Group Interaction: FL works best when it blends self-directed learning with in-class group activities that encourage social interaction and teamwork.
   • Using Gamification: Gamification elements like badges, points, and leaderboards enhance motivation and engagement. They also make pre-class material more appealing and encourage active participation in learning.
3. Challenges with FL Implementation:
   • Some students initially struggle with the increased independent study demands and lack of traditional lectures. Continuous instructor support and feedback can help students overcome these challenges.
4. Importance of Technology:
   • Technology plays a crucial role in FL by providing students with access to diverse learning resources and facilitating both autonomous learning and in-class interaction.

In conclusion, the discussion highlights that FL is effective in promoting intrinsic motivation by fostering autonomy, competence, and relatedness. However, its success relies on thoughtful preparation, clear communication, and effective use of interactive tools and gamification.