Impact of the Flipped Classroom model on the learning experience of students in an online context

The students' perceptions on remote learning mention negative aspects related to insufficient support from teachers or lack of motivation. However, the application of the Flipped Classroom model (FCM) shows positive effects on cognitive learning outcomes and on students' levels of motivation, satisfaction, and autonomy. This study aimed to analyse the perceptions of Portuguese secondary school students about the learning experience in the FCM in an online context and relate them to the learning experience indicators. A mixed-methods approach was used, using an online questionnaire and group interviews to further understand the influence of the model's characteristics on the students' learning experience. The results showed that the most valued feature of the FCM was student involvement in the knowledge construction process. They revealed a positive correlation between model characteristics and learning experience indicators and they also highlighted the teacher's role in the motivational strategy for autonomy promotion. It was concluded that when there is a strategic design of content supported by interactions with peers and teacher feedback, the online implementation of FCM meets the students' motivational "needs" to engage in learning.