Research Information System
AERA 2025, Colorado, United States Of America, 23 - 27 April 2025, (Unpublished)
Although course satisfaction in Flipped Learning has been studied in f2f and blended learning environments, no study examines their relationship in distance education. This quantitative study aims at identifying relationships between affective factors and students’ satisfaction in online courses taught through FL in DE. The data were collected through academic volitional strategies, digital self-efficacy, taking responsibility, and course satisfaction scales. 135 pre-service teachers selected through convenience sampling during 2021-2022 and 2022-2023 academic years in two private universities in Türkiye participated. Results of multiple linear regression analysis expand our understanding of interplay between three affectice variables -academic volitional strategies, taking responsibility of learning and self-efficacy, and course satisfaction in FL courses offered via DE. Results are expected to inform teacher educators, instructional designers and curriculum developers to consider affective factors when designing online courses with FL pedagogy for improved student experience.