Improving Autonomous Learning Through Flipped Classrooms in Higher Education

Abstract

This paper examines the attitudes of university students at Near East University, Northern Cyprus, regarding autonomous learning through the application of the flipped classroom model. A mixed method research design was employed, and quantitative data were collected from 110 undergraduate students using a structured questionnaire while qualitative data were obtained through semi-structured interviews held with 10 students with the purpose of looking into the perceived challenges regarding flipped learning and potential solutions. Quantitative findings revealed that students displayed a positive attitude in general towards using flipped classrooms in the learning process (mean = 3.67). The results of an independent samples t-test showed that there is no statistical difference between students’ attitudes based gender. However, significant differences were found according to academic grade, with students in upper grades having developed a more positive attitude towards flipped learning compared to students in lower grades. Multiple regression analysis showed that self-regulation was the strongest predictor of positive attitudes (beta = .425, p < .001), followed by technological accessibility and instructional support. Qualitative findings also supported these findings emphasising that increased flexibility, improved student engagement and the promotion of self-determined learning are the basic benefits of the flipped classroom model. In this study, these findings were examined within a neuro-pedagogical framework, and self-regulation skills were linked to prefrontal executive functions. Despite these advantages, students reported challenges including limited access to technological resources, unstable internet connections, and inadequate digital skills. The findings indicate that when technological infrastructure and pedagogical support are adequate, the flipped classroom model can effectively promote autonomous learning in higher education.