A Flipped Classroom to Enhance Students’ Self-Direction in Informatics and Physics Engineering


Dina Adinda(1*),

(1) University of Strasbourg, France
(*) Corresponding Author


As one of the blended learning forms, a flipped classroom has its specific typology to differentiate itself from other blended learning models. Aims to support student-centered learning activities in which self-direction in learning might be fostered, the effect of flipped classroom scenario to students' self-direction had never been reviewed. This work, performed at the University of Strasbourg, involved lecturers who teach informatics and physics engineering course. First, observations of the online learning environments and face-to-face classes had been managed. Second, a pre and post-test questionnaire, which aimed to measure its participants' progress on self-direction, had been fulfilled by the students. This study pointed out that students enrolled in a translated flipped classroom course had not developed their self-direction competence. However, the significant progress of students' self-direction in learning has been documented among students enrolled in a course with an interactive flipped classroom scenario.


blended learning setting, flipped classroom, self-direction, teaching approaches

Full Text:


Article Metrics

Abstract views : 165 | views : 55


Bandura, A. 1997. Self-efficacy: The Exercise of Control. New York: Freeman

Berthiaume, D. & Justeau, S. 2015. Recourir au mentorat pour développer son expertise en enseignement, In Berthiaume, D., Rege-Colet, N. (Eds). La pédagogie de l'enseignement supérieur: repères théoriques et applications pratiques. Berne. Peter Lang, 169-183

Carré, P., Moisan, A., & Poisson, D. 2010. L’autoformation, Perspectives de Recherche. Paris: Press Universitaire de France

Carré, P. 2003. La double dimension de l’apprentissage autodirigé Contribution à une théorie du sujet social apprenant. Canadian Journal for the Study of Adult Education. 17, 66–91

Carré, P., Jézégou, A., Kaplan, J., Cyrot, P. & Denoyel, N. 2011. L’Autoformation: The State of Research on Self-Directed Learning in France. International Journal of Self-Directed Learning. 8, 7–17

Coulon, A. 2005. Le métier d’étudiant, l’entrée dans la vie universitaire. Paris: Economica

Gibbs, G. & Coffey, M. 2004. The Impact of Training of University Teachers on their Teaching Skills, their Approach to Teaching and the Approach to Learning of their Students. Active Learning in Higher Education. 5, 87–100

Guglielmino, L. 1989. Reaction to Field’s investigation into the SDLRS. Adult Education Quarterly. 39, 235–245

Guglielmino, L. 1977. Development of the Self-Directed Learning Readiness Scale. Dissertation. United States: University of Georgia

Hiemstra, R. 2015. Faciliter L’apprentissage Autodirigé des Adultes. Savoirs. 1.37, 53-73

Hinton, P.R., Brownlow, C., McMurray, I., & Cozens, B. 2004. SPSS Explained. London: Routledge

Horn, M.B., Staker, H. 2015. Blended: Using Disruptive Innovation to Improve Schools. San Francisco, CA, USA: Josey-Bass

Kintu, M.J., Zhu, C., & Kagambe, E. 2017. Blended learning effectiveness: the Relationship between Student Characteristics, Design Features, and Outcomes. International Journal of Educational Technology in Higher Education. 14. 7

Lam, J. 2014. The context of blended learning: The TIPS blended learning model. International Conference on Hybrid Learning and Continuing Education (ICHL). Shanghai. 80–92

Lebrun, M. & Lecoq, J. 2015. Classes Inversées enseigner et apprendre à l’endroit! France: Réseau Canopé

Lim, C., Cho, Y.H., & Kim, S. 2016. Partnerships and Innovation for Blended Learning at Seoul National University, Republic of Korea. Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia-Pacific. Lim, C.P & Wang, L. Editors. Bangkok: Unesco Bangkok Office, 211–232

Lim, C.P. & Wang, T. 2016. A Framework and Self‑Assessment Tool for Building the Capacity of Higher Education Institutions for Blended Learning. Blended Learning for Quality Higher Education: Selected Case Studies on Implementation from Asia-Pacific. Lim, C.P & Wang, L. Editors. Bangkok: Unesco Bangkok Office, 1–38

Marquet, P. 2017. Digital Media Research in Education: The Usefulness of the Instrumental Conflicts Theory. Jurnal Pendidikan Teknologi dan Kejuruan. 23. 4, 311-327

Nikopoulou-Smyrni, P., Nikopoulos, C. 2010. Evaluating The Impact of Video-Based Versus Traditional Lectures on Student Learning. Educational Research. 1.8, 304-311

Nurmayani, S., Sugiarti, Y., & Mujdalipah, S. 2017. Application of Blended Learning Model in Agricultural Vocational High Schools. Jurnal Pendidikan Teknologi dan Kejuruan. 23. 4, 355-361

Peraya, D., Charlier, B., & Deschryver, N. 2014. Une première approche de l’hybridation. Education et Formation. e-301, 15–34

Prosser, M., Martin, E., Trigwell, K., Ramsden, P., & Lueckenhausen, G. 2005. Academics’ Experiences of Understanding of Their Subject Matter and the Relationship of This to Their Experiences of Teaching and Learning. Instructional Science. 33. 2, 137‑157

Ponton, M.K. & Carr, C. 2012. Autonomous learning and triadic reciprocal causation: a theoretical discussion. International Journal of Self-Directed Learning. 9. 1, 1-10

The National Academies. 2000. How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, D.C.: National Academies Press

Trigwell, K., Prosser, M., & Ginns, P. 2005. Phenomenographic pedagogy and a Revised Approaches to Teaching Inventory. Higher Education Research & Development. 24, 349–360

Trigwell, K., Prosser, M., & Waterhouse, F. 1999. Relations between Teachers’ Approaches to Teaching and Students’ Approaches to Learning. Higher Education, 37. 1. 57-70

Vaughan, N.D., Cleveland-Innes, M., Garrison, D.R., 2013. Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry. Edmonton: AU Press



  • There are currently no refbacks.

Copyright (c) 2018 Jurnal Pendidikan Teknologi dan Kejuruan

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Our Journal indexed by:


Online (e-ISSN): 2477-2410 || Printed (p-ISSN): 0854-4735

Lisensi Creative Commons
Jurnal Pendidikan Teknologi Kejuruan by http://journal.uny.ac.id/index.php/jptk was distributed under a Creative Commons Attribution 4.0 International License.

View My Stats


Flag Counter