Flipped Learning and its effect on self-directed learning
An experimental study in university students
DOI:
https://doi.org/10.65598/rps.6114Keywords:
flipped learning, self-directed learning, university students, academic autonomy, academic self-regulationAbstract
Flipped and self-directed learning are key approaches in higher education today because they promote active student participation and strengthen academic autonomy. Both models converge in fostering self-regulation, responsibility, and commitment in knowledge and learning construction. This study analyzed the effect of flipped learning on self-directed learning among university students. A quantitative pre-experimental design with a pretest-posttest measurement was employed with a group of 258 participants. The Self-Directed Learning Readiness Scale (SDLRS) was administered to participants before and after the flipped-learning intervention, which combined prior autonomous activities with face-to-face sessions focused on active learning. The results revealed a significant increase in self-directed learning, as demonstrated by the Wilcoxon test (Z = -13.897, p < 0.001), confirming the flipped model's effectiveness in fostering academic autonomy and self-regulated learning. In conclusion, flipped learning is a relevant pedagogical strategy for developing fundamental skills in higher education.
Downloads
References
Ahmmed, B., Chaudhary, A. U., y Nasrin, S. (2025). Academic Control, Resilience, and Self-Directed Learning: A Cross-Sectional Study. Journal of Assessment and Research in Applied Counseling, 7(1), 180–187. https://doi.org/10.61838/kman.jarac.7.1.21
Ali Khalif, S., Omidian, F., Abdul-Hassan Owaid, F., y Saeidian, N. (2025). Providing a Conceptual Model for Developing Self-Directed Learning in Students. Iranian Journal of Educational Sociology, 8(2), 1–10. https://doi.org/10.61838/kman.ijes.8.2.15
Anbarasan, P., R, B. R., Gupta, P. S., Rout, S. P., Fatma, N., Varshney, D., Samiuddin, y Kumar, P. (2025). Digital transformation in higher education: A blend of social science, management, and policy perspectives. Lex Localis - Journal of Local Self-Government, 23(S5), 2156–2175. https://doi.org/10.52152/801549
Andrade Girón, D. C., Zúñiga Rojas, M. G., Lioo Jordán, F. de M., Vellón Flores, V. I., Garivay Torres de Salinas, F. de M., & Solano Armas, T. (2024). Longitudinal overview of digital and media literacy: A taxonomy-based research trends analysis from 1954 to 2023. Iberoamerican Journal of Science Measurement and Communication, 4(3), 1–11. https://doi.org/10.47909/ijsmc.1424
Arti, D., Danuar, A., y Pujiani, T. (2025). Revolutionizing education through flipped learning: Transforming learning patterns in the 21st century. Wiralodra English Journal (WEJ), 9(2), 236–248. https://doi.org/10.31943/wej.v9i2.362
Azizah, S. N., Xiang, Y., y Hui, Z. (2025). Employee Wellbeing and Work Productivity: The Role of Psychological Capital. Journal Markcount Finance, 3(1), 62–73. https://doi.org/10.70177/jmf.v3i1.2132
Ayala, A. C. N., Valenzuela Narváez, D. A. O., Manes Cangana, G. A., Orbe, S. L. C., Torres Anaya, A. J., & Ayala Huaynatte, E. (2024). Blended learning research: Identifying research output patterns in Scopus (2000-2023). Iberoamerican Journal of Science Measurement and Communication, 4(2), 1–9. https://doi.org/10.47909/ijsmc.124.4
Bevilacqua, A., y Campión, R. S. (2019). The Flipped Learning approach: Quantitative research on the perception of Italian teachers. Form@re - Open Journal per La Formazione in Rete, 19(2), 405–422. https://doi.org/10.13128/FORMARE-25174
Candrawinata, N., Erlina, E., y Ulfah, M. (2024). The Relationship Between Metacognitive Ability and Self-directed Learning of Chemistry Education Students as Prospective Teacher. Hydrogen: Jurnal Kependidikan Kimia, 12(4), 893–904. https://doi.org/10.33394/hjkk.v12i4.12349
Chikeme, P. C., Ogbonnaya, N. P., Ihudiebube-Splendor, C., Abonyi, E. O., Madu, O., y Okoronkwo, I. (2024). Self-directed learning readiness and learning achievements of a flipped classroom model approach in research methods class: A quasi-experimental study. Nurse Education in Practice, 77. https://doi.org/10.1016/j.nepr.2024.103968
Chukwunemerem, O. P. (2023). Lessons from Self-Directed Learning Activities and Helping University Students Think Critically. Journal of Education and Learning, 12(2), 79–87. https://doi.org/10.5539/jel.v12n2p79
Dahal, A., y Bhat, N. (2023). Self-Directed Learning, its Implementation, and Challenges: A Review. Nepal Journal of Health Sciences, 3(1), 102–115. https://doi.org/10.3126/njhs.v3i1.63277
Ding, F. (2017). “Free in Time, Not Free in Mind”: First-Year University Students Becoming More Independent. Journal of College Student Development, 58(4), 601–617. https://doi.org/10.1353/csd.2017.0045
Dogra, A. (2023). A Model of Self-Directed Learning in Blended Learning Environments: En J. Keengwe (Ed.), Advances in Higher Education and Professional Development (pp. 184–202). IGI Global. https://doi.org/10.4018/978-1-6684-6339-0.ch011
Etemi, B. P., Uzunboylu, H., Latifi, S., y Abdigapbarova, U. (2024). The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception. Sustainability, 16(2), 1–20. https://doi.org/10.3390/su16020774
Fabra, E., y Roig-Vila, R. (2022). Flipped Learning, vídeos y autonomía de aprendizaje en Música: Impacto en familias y adolescentes. Pixel-Bit, Revista de Medios y Educación, 65, 95–120. https://doi.org/10.12795/pixelbit.93549
Gamas, G., y Ortiz, N. (2025). Flipped learning en la enseñanza de lenguas extranjeras: Beneficios y desafíos en el aula universitaria: Flipped learning in foreign language teaching: benefits and challenges in the university classroom. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 6(3), 3143–3158. https://doi.org/10.56712/latam.v6i3.4184
Hernández-Sampieri, R., y Mendoza, C. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta (1ª ed.). McGraw-Hill.
Holmes, A. G. D. (2023). Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners. Shanlax International Journal of Education, 11(4), 69–76. https://doi.org/10.34293/education.v11i4.6185
Hongxia, S. (2017). To Explore and Analyze the Current Situation and Existing Problems of Independent College Teaching Mode. International Journal of Humanities, Social Sciences and Education, 4(3), 7–12. https://doi.org/10.20431/2349-0381.0403002
Houari, B., Elhachemi, H., y Baffa, A. (2024). The role of the university in developing educational implications in society: Health education, environmental education, consumer education, technological education. International Journal of Health Sciences, 8(S1), 16–28. https://doi.org/10.53730/ijhs.v8nS1.14695
Hsieh, H.-M., y Maritz, A. (2023). Effects of flipped teaching on entrepreneurship professional student’ learning motivation, self-directed learning, and learning outcome. Contemporary Educational Technology, 15(4), 1–19. https://doi.org/10.30935/cedtech/13649
Javed, E., Shaheen, M. N. U. K., Naqeeb, H., y Azam, H. (2025). Relationship between Self-Directed Learning and Academic Achievement among University Students: A Quantitative Analysis. The Knowledge, 4(3), 1–14. https://doi.org/10.55737/tk/2k25c.43072
Javed, F. (2024). Preparing for Tomorrow: Evaluating and Innovating Educational Systems for Future Competence. En M. D. Lytras, P. Ordóñez De Pablos, y T. Aldosemani (Eds.), Advances in Educational Marketing, Administration, and Leadership (pp. 43–78). IGI Global. https://doi.org/10.4018/979-8-3373-1692-5.ch003
Kanyopa, T. J., y Makgalwa, M. M. (2024). Adopting Self-Directed Learning as an Approach for Enhancing Academic Achievement of University Students. Journal of Ecohumanism, 3(7), 5273–5282. https://doi.org/10.62754/joe.v3i7.4637
Khatoon, S. (2024). Flipped Learning: A Paradigm Shift in Education. International Journal of Emerging Knowledge Studies, 03(11), 916–922. https://doi.org/10.70333/ijeks-03-11-010
Khodaei, S., Hasanvand, S., Gholami, M., Mokhayeri, Y., y Amini, M. (2022). The effect of the online flipped classroom on self-directed learning readiness and metacognitive awareness in nursing students during the COVID-19 pandemic. BMC Nursing, 21(1), 1–10. https://doi.org/10.1186/s12912-022-00804-6
Kumar, A. P., Omprakash, A., Mani, P. K. C., Swaminathan, N., Maheshkumar, K., Maruthy, K. N., Sathiyasekaran, B. W. C., Vijayaraghavan, P. V., y Padmavathi, R. (2021). Validation of Internal structure of Self-Directed Learning Readiness Scale among Indian Medical Students using factor analysis and the Structural equation Modelling Approach. BMC Medical Education, 21(1), 1–13. https://doi.org/10.1186/s12909-021-03035-6
López-Belmonte, J., Marín-Marín, J.-A., Segura-Robles, A., y Moreno-Guerrero, A.-J. (2023). Flipped Learning for Promoting Self-regulation, Social Competence, and Decision-making in Pandemic Conditions. Sage Open, 13(4), 1–10. https://doi.org/10.1177/21582440231208772
Lumbi, F., Guaranga, P., Quimbiulco, E., y Chávez, M. (2025). Transformación Digital en la Educación Superior: Impacto de las Tecnologías Emergentes en los Procesos De Aprendizaje. Ibero Ciencias - Revista Científica y Académica - ISSN 3072-7197, 4(3), 518–526. https://doi.org/10.63371/ic.v4.n3.a134
Makhubele, Y. E., y Makonye, J. P. (2022). The Designing of a Learning Theory to Promote a Classroom Pedagogy for Moodle Self-Directed Learning. JETL (Journal of Education, Teaching and Learning), 7(1), 73–82. https://doi.org/10.26737/jetl.v7i1.2902
Moreno-Guerrero, A.-J., Soler-Costa, R., Marín-Marín, J.-A., y López-Belmonte, J. (2021). Flipped learning y buenas prácticas docentes en educación secundaria. Comunicar: Revista Científica de Comunicación y Educación, 29(68), 107–117. https://doi.org/10.3916/C68-2021-09
Nguyen, V. T. T., Chen, H.-L., y Nguyen, V. T. K. (2025). Integrating Social–Emotional Learning Into Gamified Flipped Classrooms: Impacts on Emotion Regulation, Achievement and Communication Tendency. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13109
Nizaruddin, y Kusmaryono, I. (2023). How are Critical Thinking Skills Related to Students’ Self-Regulation and Independent Learning? Pegem journal of Education and Instruction, 13(4), 85–92. https://doi.org/10.47750/pegegog.13.04.10
Ordóñez, G., Ordóñez, M., Nagua, J., y Pineda, C. (2024). Aula invertida en el proceso de enseñanza y aprendizaje. Arandu UTIC, 11(2), 2035–2046. https://doi.org/10.69639/arandu.v11i2.393
Oya, A., Parmiti, D. P., Jampel, I. N., Candiasa, I. M., y Susilawati, A. (2024). Dimension of Attitudes in Flipped Learning: Enjoyment, Engagement, Motivation, Behavioral Intention, and Perception. International Journal of Language Education, 8(3), 438–454. https://doi.org/10.26858/ijole.v8i3.66489
Peno, K. (2024). Self-Directed Adult Learning: Then and Now. New Directions for Adult and Continuing Education, 2024(184), 14–19. https://doi.org/10.1002/ace.20547
Pilu, R., Jabu, B., y Sulaiman, I. (2025). Flipped learning and its challenges: Understanding students’ struggles in Indonesian EFL contexts from teachers’ viewpoint. Frontiers in Education, 10, 1–8. https://doi.org/10.3389/feduc.2025.1575385
Pimienta, J., y De la Orden, A. (2017). Metodología de la investigación (3ª ed.). Pearson.
Prieto, A. (2017). Flipped learning: Aplicar el modelo de aprendizaje inverso (1ª ed.). Narcea.
Sabri, N. S. C. M., Zainal, S. N., Jusoh, N. H., y Rahman, S. F. Abd. (2023). Benefits of Flipped Learning Approach in Improving Writing Skills. International Journal of Academic Research in Business and Social Sciences, 13(8), 51–62. https://doi.org/10.6007/IJARBSS/v13-i8/17345
Sánchez, M., y Martín, A. (2022). Analysis of the Flipped Classroom Model as a Proposal for Teaching Innovation. Journal of Higher Education Theory and Practice, 22(10), 30–37. https://doi.org/10.33423/jhetp.v22i10.5385
Sirk, M. (2025). Self-Regulated Learning Skills in Vocational Students Based on Their Self-Evaluation. International Journal for Research in Vocational Education and Training, 12(1), 76–100. https://doi.org/10.13152/IJRVET.12.1.4
Subiyantoro, S. (2023). Analysis of Teachers’ Perceptions of the Benefits and Challenges of Adopting the Flipped Learning Model. Indonesian Journal of Instructional Media and Model, 5(2), 96–103. https://doi.org/10.32585/ijimm.v5i2.4787
Umar, U., y Purwanto, M. B. (2025). AI and Decision Assistance for Enhancing Self-Directed Learning. ETERNAL (English Teaching Journal), 16(2), 457–465. https://doi.org/10.26877/eternal.v16i2.1524
Valizadeh, M., y Soltanpour, F. (2025). Higher Education Learners’ Perception of the Online Flipped Instruction. Bartın University Journal of Faculty of Education, 14(1), 309–324. https://doi.org/10.14686/buefad.1438473
Wang, G., y Wang, M. (2024). Research on the Impact of Flipped Classroom Teaching Mode on College Students’ Learning Motivation. Scientific Journal Of Humanities and Social Sciences, 6(11), 177–186. https://doi.org/10.54691/sqkp7989
Wong, C.-M., Zhou, L., Patel, M., Xu, M., y Tang, Y.-M. (18-21 de junio de 2024). Harnessing the Power of cutting-edge technologies in Flipped Learning: A Paradigm Shift in University Education after post-COVID-19 era [Artículo en conferencia]. 10th International Conference on Higher Education Advances (HEAd’24). https://doi.org/10.4995/HEAd24.2024.17041
Yoesya, A. P., Nurihsan, J., y Adiwinata, A. H. (2020). Contribution of Self-Directed Learning in Maximizing Learning Outcomes of Students in Schools [Artículo en conferencia]. Proceedings of the International Conference on Educational Psychology and Pedagogy - “Diversity in Education” (ICEPP 2019). https://doi.org/10.2991/assehr.k.200130.071
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Authors retain copyright and transfer to the journal the right of first publication and publishing rights
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who publish in this journal accept the following terms:
-
Authors retain copyright.
-
Authors transfer to the journal the right of first publication. The journal also owns the publishing rights.
-
All published contents are governed by an Attribution-NoDerivatives 4.0 International License.
Access the informative version and legal text of the license. By virtue of this, third parties are allowed to use what is published as long as they mention the authorship of the work and the first publication in this journal. If you transform the material, you may not distribute the modified work. -
Authors may make other independent and additional contractual arrangements for non-exclusive distribution of the version of the article published in this journal (e.g., inclusion in an institutional repository or publication in a book) as long as they clearly indicate that the work was first published in this journal.
- Authors are allowed and recommended to publish their work on the Internet (for example on institutional and personal websites), following the publication of, and referencing the journal, as this could lead to constructive exchanges and a more extensive and quick circulation of published works (see The Effect of Open Access).
