Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large E-Flipped Accounting Classroom
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| Title: | Promoting Interaction to Enhance Student Perceived Learning and Satisfaction in a Large E-Flipped Accounting Classroom |
|---|---|
| Language: | English |
| Authors: | Evelyn Mei Ling Wong, Ann Rosnida Md Deni |
| Source: | Center for Educational Policy Studies Journal. 2026 16(1):133-155. |
| Availability: | University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://journals.uni-lj.si/CEPSJ/index |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Flipped Classroom, Blended Learning, Student Attitudes, Student Satisfaction, Large Group Instruction, Business Education, Accounting, Undergraduate Students, Teacher Student Relationship, Interaction, Foreign Countries |
| Geographic Terms: | Malaysia |
| ISSN: | 1855-9719 2232-2647 |
| Abstract: | This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students' perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students' perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students' satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504164 |
| Database: | ERIC |
| Abstract: | This research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students' perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students' perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students' satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience. |
|---|---|
| ISSN: | 1855-9719 2232-2647 |
