Motivation factors in flipped classes

The flipped classroom, where students watch lectures online before coming to class and participate in active learning in the classroom, has been shown to be generally successful in increasing student outcomes, and the focus of research has changed from verifying efficacy to exploring best practices. One finding of previous studies on the flipped classroom, which puts more responsibility on the student in their learning than traditional classes, is that “buy-in” from the student is crucial. This study was the first to explore the flipped classroom in the context of Self-Determination Theory with the goal of determining the factors that increase the motivation of students with regards to the pre-lecture videos and the in-class activities. Surveys were administered to flipped chemistry classes at three universities to obtain both quantitative and qualitative data in a mixed methods case study. Pre- and post-semester quantitative 1-5 Likert scale data were gathered and used to triangulate the qualitatative data, which were comprised of 17 open-ended, vague questions designed to appraise student perceptions of the flipped classroom and the quantity and quality of motivation therein. Qualitative, open-ended responses from 126 students were coded and analyzed using thematic analysis, which provides rich descriptions of data. The results of the pre- and post-semester data showed in increase in autonomy over the course of the semester in the flipped class. The respondents generally indicated they felt high-quality motivation stemming from finding the in-class activities relevant and useful, from feeling a sense of relatedness with their professor and their peers, and from feeling high levels of autonomy in being able to control the pace of their learning. Responses from subpopulations split along differences of class design showed statistically significant results indicating students felt more motivated in classes with no grade incentive for activities and only participation grades attached to the pre-class video.