Flipped Classroom: Students’ Cognitive Needs of Relatedness, Competence, and Autonomy in a Fully-Flipped Program

This study examines how the flipped classroom approach to teaching and learning supports or inhibits cognitive needs of relatedness, competence, autonomy, leading either increased decreased levels motivation. We use semi-structured interviews involving twenty-two students five facilitators in an Australian university qualitatively investigate perceptions motivation through lens self-determination theory (SDT). Using thematic analysis, our findings reveal that students’ need for relatedness by providing more opportunities interaction classroom. Further, has been shown facilitate internalisation support competence as a result supporting each other. However, demonstrate despite overall satisfaction with environment, raised concerns about is executed. Among recommendations pedagogical practices, academics education providers are urged create environment sense belongingness self-endorsement activities among promote autonomous forms