Why Can the Flipped Classroom Frustrate Students? Experiences from an Engineering Mathematics Course

Abstract

This paper explores students’ experiences with a flipped classroom in a first-year engineering mathematics course with 118 students. While most students were satisfied with the flipped classroom and expressed appreciation for the flexibility, freedom and independence induced by the teaching method, other students expressed frustrations. Based on two surveys with both open-ended and closed-ended questions, this paper explores possible reasons why a flipped classroom can be a source of frustration. Some students expressed having difficulty adjusting their study habits to the flipped classroom approach as well as having difficulty finding the motivation to watch the required learning videos before in-class activities. While some students experienced the group work associated with the flipped classroom format as a positive aspect of their learning, other students expressed irritation because of group members not meeting prepared for the group assignments. The expressed experiences are discussed in light of the self-determination theory and the self-regulated learning theory. Weaknesses with how the flipped classroom was implemented are also discussed.