EXPLORING THE IMPACT OF THE FLIPPED CLASSROOM ON STUDENT ENGAGEMENT IN HIGHER EDUCATION: A QUANTITATIVE APPROACH

Authors

  • Despoina Plota Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
  • Thanassis Karalis Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
  • Katerina Kedraka Department of Molecular Biology and Genetics, Democritus University of Thrace, Greece

DOI:

https://doi.org/10.46827/ejoe.v10i3.6282

Keywords:

flipped classroom, student engagement, active learning, self-directed learning, quantitative research

Abstract

The flipped classroom has been increasingly implemented in higher education, as it emphasizes participatory and student-centered learning. The purpose of this study was to quantitatively investigate the effectiveness of this model in the course Lifelong Learning and Education at the University of Patras. The study involved 87 fourth-year students who attended two-thirds of the course through the flipped classroom method, while the remaining part was delivered using traditional and experiential teaching approaches. Data were collected through a questionnaire based on the structure and dimensions of the UK Engagement Survey (UKES), which derives its theoretical and methodological framework from the National Survey of Student Engagement (NSSE). The instrument was adapted to the Greek context, and selected items were used following official authorization. The questionnaire was administered both before and after the intervention to record changes in student engagement. Data analysis was conducted using a paired-samples t-test, which revealed statistically significant improvements in key dimensions of student engagement. Specifically, findings indicated enhanced collaboration with peers, increased interaction with the instructor, improved course organization, and a strengthened sense of learning community. Additionally, positive changes were observed in the development of critical thinking and self-regulation skills, though not to the same extent. Overall, the results demonstrate that the implementation of the flipped classroom substantially contributed to enhancing the quality of the learning experience, fostering both intrinsic motivation and sustainable student engagement. The study highlights the pedagogical value of the approach and underscores the need for further research, enriched instructional design, and institutional support in order to promote the systematic adoption of the flipped classroom in Greek higher education.

 

Author Biographies

  • Despoina Plota, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece
    Despoina Plota is a PhD candidate in the Department of Educational Sciences and Early Childhood Education at the University of Patras, Greece. She holds Master’s degrees in Adult Education and in Mathematics of Computers and Decisions, as well as a Bachelor’s degree in Mathematics. Her research focuses on innovative teaching methods, with a particular emphasis on the flipped classroom model in higher education, student engagement, and the integration of digital learning environments.
  • Thanassis Karalis, Department of Educational Sciences and Early Childhood Education, University of Patras, Greece

    Thanassis Karalis is a Professor of Lifelong Learning and Adult Education of the Department of Educational Science and Early Childhood Education at the University of Patras, Greece. Ηe is also the Director of the Center for Teaching and Learning and the Child Rights Center at the University of Patras.

  • Katerina Kedraka, Department of Molecular Biology and Genetics, Democritus University of Thrace, Greece

    Katerina Kedraka is a Professor of Soft Skills for BioScientists and Lifelong Learning at the Democritus University of Thrace, Greece. She is the Head of the Laboratory of ‘Teaching and Professional Development of BioScientists’ and Director of the Postgraduate Program “Didactics of BioSciences”. She is the Coordinator of the Center for Teaching and Learning Support (CTL) and a member of the Board of the Center for Training and Lifelong Learning of her University. She also teaches at the Hellenic Open University in the postgraduate program “Adult Education”. She is a founding member of the Hellenic Network of University Pedagogy and President of the Balkan Network for University Pedagogy established through the Erasmus+ MAGNET program. She is an elected member of the Board of the Hellenic Association for the Education of Adults and co-editor of the international journal Adult Education Critical Issues. Her research focuses on University Pedagogy, Adult Education, Teaching and Learning, Professional Counseling and Career Management for bioscientists, educators, adults, women, vulnerable groups and youth.

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Published

2025-09-19

Issue

Vol. 10 No. 3 (2025)

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