Supporting the Flipped Classroom Approach to Higher Education Through a Computer-Based Learning Environment

Abstract

This study exemplified two successful implementations of a flipped classroom approach using the computer-based learning environment Toolbox TeacherEducation (TTE) integrated into two separate university courses. We questioned how the TTE can be used in a flipped classroom to teach and learn successfully and how participants’ self-regulated learning and user experience contribute to learning. We analyzed two university courses (N1 = 34, N2 = 73) designed as flipped classrooms. To measure knowledge increase, we developed multiple-choice items to collect knowledge before and after learning. Participants showed a significant learning gain in both courses (average p = .025) with an average effect size of d = 1.02. Since self-regulated learning competencies and user experience affect computer-based learning, we addressed these concepts using different questionnaires. Regarding self-regulated learning, the participants reported above-average skills, but we did not find meaningful correlations with learning. Regarding user experience, the participants rated the TTE as highly usable and well designed. Based thereon, we showed how the TTE could be implemented in a flipped classroom to teach and learn successfully.