Promoting interaction to enhance student perceived learning and satisfaction in a large e-flipped accounting classroom

Wong, Evelyn Mei Ling (author), Deni, Ann Rosnida Md (author)

This 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.

• Language: English
• Keywords: e-flipped classroom, interaction, large accounting class, student-perceived learning, student satisfaction
• Work type: Article
• Typology: 1.01 - Original Scientific Article
• Organization: PEF - Faculty of Education
• Publication status: Published
• Publication version: Version of Record
• Year: 2026
• Number of pages: Str. 133-155
• Numbering: Vol. 16, no. 1
• PID: 20.500.12556/RUL-181735
• UDC: 378
• ISSN on article: 2232-2647
• DOI: 10.26529/cepsj.1598
• COBISS.SI-ID: 197990403
• Publication date in RUL: 15.04.2026

Record is a part of a journal

• Title: CEPS Journal: Center for Educational Policy Studies Journal = revija Centra za študij edukacijskih strategij
• Publisher: Pedagoška fakulteta, Univerza v Ljubljani
• ISSN: 2232-2647
• COBISS.SI-ID: 254029824

Licences

• License: CC BY 4.0, Creative Commons Attribution 4.0 International
• Link: http://creativecommons.org/licenses/by/4.0/
• Description: This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.

Secondary language

• Language: Slovenian
• Title: Spodbujanje interakcije za izboljšanje zaznanega učenja in zadovoljstva pri študentih v večji e-obrnjeni učilnici pri pouku računovodstva

Abstract

Ta raziskava je bila izvedena z namenom raziskati učinke e-obrnjene učilnice pri spodbujanju interakcije za izboljšanje zaznanega učenja in zadovoljstva študentov v večji skupini pri predmetu računovodstva. Preučuje, kako e-obrnjeno izobraževanje, ki vključuje dejavnosti pred poukom in med njim, vpliva na zaznavanje učenja in zadovoljstva študentov s spodbujanjem interakcije med učencem in vsebino, med učencem in učiteljem ter med učencem in učencem. Sodelujoči v raziskavi so bili študentje, vpisani v drugi letnik predmeta poslovnega računovodstva. Za zbiranje podatkov je bil uporabljen vprašalnik s sedmimi kazalniki, ki so predstavljali po eno spremenljivko. Ugotovitve te študije so pokazale, da so bile vse tri interakcije (tj. interakcija med učencem in vsebino, učencem in učiteljem ter učencem in učencem) pomembne determinante zaznavanja učenja študentov pri dejavnostih med poukom, medtem ko so bile le interakcije med učencem in vsebino ter učencem in učiteljem pomembne determinante zaznavanja učenja študentov pri dejavnostih pred poukom. Ta študija tudi kaže, da so vse tri interakcije bistveno določale zadovoljstvo učencev pri dejavnostih pred poukom in pri dejavnostih med poukom. V prihodnje je dobro zasnovan spletni tečaj z ustreznimi interaktivnimi dejavnostmi bistvenega pomena za spodbujanje podporne spletne učne izkušnje.

• Keywords: e-obrnjena učilnica, interakcija, večja skupina pri predmetu računovodstva, zaznano učenje pri študentih, zadovoljstvo študentov, študenti