Flipped learning, flipped satisfaction: getting the balance right

Higher education around the globe is facing transformative change driven in large part by technology. Flexibility of delivery has become a focus for students (Henderson, Selwyn, & Aston, 2015), as an increasingly massified and diverse cohort of students are challenged by the competing demands of work, family and society. Universities, too, are challenged by both increased resource constraints and competition for enrolments. The interest in leveraging transformative innovation in teaching and learning is driven in part by the tantalising promises that technology offers in response to these challenges. The technology-facilitated flipped classroom, where the information transmission component is moved out of face-toface class time and replaced by a range of interactive activities (Abeysekera & Dawson, 2014), offers a means to address some of the challenges faced by both institutions and students. However, studies of flipped classrooms have shown mixed results in terms of student engagement and satisfaction (Davies, Dean, & Ball, 2013; McLaughlin et al., 2014; Missildine, Fountain, Summers, & Gosselin, 2013) and recent studies have called for further research into the effectiveness of the flipped classroom approach (Abeysekera & Dawson, 2014)