Exploring the Perceived Satisfaction of Flipped Learning in E-Learning Courses

The Covid-19 pandemic pushed the introduction of e-learning courses in Higher Education. Nevertheless, e-learning alone is not sufficient to guarantee good academic performance. Active learning methodologies are necessary to be included. In this context, flipped learning enters as an approach where students study the course materials independently before attending synchronous sessions with instructors for interactive discussions and clarification. This study is the first attempt to analyze the perceived satisfaction of an e-learning course using a flipped learning approach involving 67 teachers and 768 students (46 STEM courses and Forty non-STEM courses). The mixed methods approach using a survey with open- and-closed questions showed that teachers and students perceived the modality as satisfactory regardless of the study area (STEM or non-STEM). The qualitative information provided insights about the reasons why they liked the modality, such as flexibility and preparation before class. However, it also showed what aspects needed improvement: more student involvement in pre-class assignments and teacher workload. The study concludes by providing future lines of research.