Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

Nam Hui Kim, Hyo Jeong So, Young Ju Joo

Research output: Contribution to journalArticlepeer-review

22 Scopus citations


For effective flipped learning, beyond simply switching the sequence of lectures and homework, it is important to understand and implement the fundamental design principles of flipped learning. A new notion is proposed called flipped learning design fidelity, defined as the degree to which a class is faithfully designed to be close to an ideal flipped learning class operationalised with four proxy indicators of the F-L-I-P™ model (flexible environment, learning culture, intentional content, and professional educator). This study empirically examines the effect of both learner-related factor (self-regulated learning) and design-related factor (design fidelity) on learning outcomes (satisfaction, continuance intention) in a university flipped course. We hypothesised that flipped learning design fidelity and self-regulated learning affect student satisfaction and intention to continue participating in a flipped learning course. The participants were 134 Korean students of a university course taught in a flipped learning mode. The results revealed that the level of flipped learning design fidelity had a significant effect on satisfaction, but did not affect continuance intention. In addition, the level of self-regulated learning had a significant effect on satisfaction and continuance intention. Drawn from the key findings, we suggest implications for the design of flipped learning courses in a university context. Implications for practice: • Instructional designers and instructors can apply the concept of flipped learning design fidelity to fully implement the four pillars of the F-L-I-P™ model. • Self-regulated students are likely to be satisfied with flipped learning and want to continue taking flipped learning courses.

Original languageEnglish
Pages (from-to)1-19
Number of pages19
JournalAustralasian Journal of Educational Technology
Issue number4
StatePublished - 2021

Bibliographical note

Publisher Copyright:
© 2021. Articles published in the Australasian Journal of Educational Technology (AJET) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant AJET right of first publication under CC BY-NC-ND 4.0.


  • continuance intention
  • design fidelity
  • flipped learning
  • satisfaction
  • self-regulated learning


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