Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective

This article explores the flipped-classroom learning cycle and traditional blended-learning from experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped (low-FC), Traditional Blended Learning (traditional BL). And, strategies are adopted in course of Enterprise Resource Planning System. The purpose is investigate effects outcomes satisfaction among high-FC, BL, low-FC. research adopts a quasi-experimental method. sample for study compulsory Information Management Department University Science Technology Taiwan, with total 94 students two classes. There several conclusions. (1) groups t test results found that there significant differences system skills. high-FC better than low-FC, low-FC BL. However, no process knowledge. (2) ANOVA testing showed have highest perceived followed by (3) lowest (4) result shows more satisfied preview e-learning review e-learning. findings provide implications. It feasible implement flipped classrooms perspective experiential-learning theory. Fully practical difficulties. A partially (high-FC or low-FC) can be gradual strategy. Flipped support each other’s sustainable development. based on theoretical has obtained preliminary verification ERP-system course.