Promoting interaction to enhance student perceived learning and satisfaction in a large e-flipped accounting classroomWong, Evelyn Mei Ling (Avtor) Deni, Ann Rosnida Md (Avtor) e-flipped classroominteractionlarge accounting classstudent-perceived learningstudent satisfactionThis research was conducted to investigate the effects of an e-flipped classroom in promoting interaction to enhance students’ perceived learning and satisfaction in a large accounting course. This research examines how e-flipped education, which incorporates pre- and in-class activities, affects students’ perceptions of their learning and satisfaction by encouraging learner-content, learner-instructor, and learner-learner interaction. Students enrolled in a second-year management accounting course made up the respondents. A questionnaire with seven indicators presenting each variable was used to gather data. The findings of this study revealed that all three interactions (i.e., learner-content, learner-instructor, and learner-learner interaction) were significant determinants of perceived student learning in the in-class activities, while only learner-content and learner-instructor interactions were the significant determinants of the student perceived learning in the pre-class activities. This study also shows that all three interactions significantly determined students’ satisfaction in both the pre-class and in-class activities. Moving forward, a well-designed online course with appropriate interactive activities is vital in promoting a supportive online learning experience.20262026-04-15 07:21:42Članek v reviji181735UDK: 378ISSN pri članku: 2232-2647DOI: 10.26529/cepsj.1598COBISS_ID: 197990403sl