The Effect of Blended Learning Environment-based, Flipped Classroom Practice on College Students' Learning Performance

Improving students' learning performance is one of the fundamental roles of universities, and innovative teaching strategies are considered an effective way to achieve this goal. In this study, a quasi-experimental design was utilized to determine any differences in college students' learning performance that might be associated with the flipped classroom practice in a blended learning environment. 40 students in the experimental group experienced the flipped classroom practice, and 59 were taught in a traditional way (control group). Data were drawn from a questionnaire and semi-structured interview. The quantitative data from the questionnaire indicated diverse results. Although there was no significant difference in students' learning performance between the experimental and control group, a significant promotion of the experimental group students' learning performance was observed in the study. Although results of the semi-structured interview found that there was still some room for improvement, students valued the flipped instructional approach, which emphasized providing guidance for improving learning performance through materials processing, group sharing, and rhetorical argumentation organizing.