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Learners are grouped into five clusters based on social influence and cognitive instrumental processes within the Technology Acceptance Model 2 framework. Significant cluster differences emerge for perceived usefulness, intention to register, and learning engagement, and participants’ views vary on flipped learning features. Online pre-learning sessions are the most cited feature, with benefits linked to understanding, review opportunities, flexible time, and individualized learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/flipped-learning-research-on-learner-perceptions-usefulness-registration-intention-and-engagement/600115/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/flipped-learning-research-on-learner-perceptions-usefulness-registration-intention-and-engagement/600115.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about flipped learners?","Question",{"text":112,"@type":113},"The study examines learners’ perceptions, perceived usefulness, intention to register for flipped learning classes, and learning engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were learners grouped in the analysis?",{"text":117,"@type":113},"Learners were classified into five clusters using cluster analysis based on social influence and cognitive instrumental processes in TAM2.",{"name":119,"@type":110,"acceptedAnswer":120},"Which flipped learning feature did most participants comment on?",{"text":121,"@type":113},"Most participants pointed to online pre-learning sessions, citing benefits such as improved understanding, review opportunities, flexible learning time, and individualized learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600115,1792144721,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Understanding Flipped Learners’ Perceptions, Perceived Usefulness, Registration Intention, and Learning Engagement  \nMin Young Doo  \nDepartment of Education, College of Education, Kangwon National University, South Korea  \nORCID: 0000-0003-3565-2159  \nReceived: 2 Jul 2021 Accepted: 26 Sep 2021  \nAbstract  \nThis study investigated flipped learners’ perceptions, perceived usefulness, intention to register for flipped learning classes, and learning engagement using cluster analysis with a sample of 306 undergraduate students in flipped classes. The students were classified into five clusters based on their level of social influence and cognitive instrumental processes using the technology acceptance model 2.  \nThere were significant differences among the five clusters in perceived usefulness, intention to register for flipped learning classes, and learning engagement. The perception of and preference for flipped learning also varied by cluster. The flipped learning feature that most participants commented on was online pre-learning sessions. The advantages of flipped learning that have to do with online pre-learning sessions include facilitating understanding of lectures, providing review opportunities for learning, flexible learning time, and individualized learning. These advantages indicate that providing students with instructionally sound pre-learning sessions leads to successful flipped learning. The research findings also suggest that flipped class instructors and school administrators utilize cluster analysis with meaningful variables to provide students with effective and tailored learning support.  \nKeywords: flipped learning, perceptions of flipped learning, perceived usefulness, learning engagement, registration intention, cluster analysis  \nINTRODUCTION  \nFlipped learning has become an increasingly popular option in higher education (Johnson et al., 2015; Lee & Choi, 2019; Steen-Utheim & Foldnes, 2018) . The rapid growth of flipped learning is due to its strengths as an instructional approach, such as improved learning engagement, cost-efficiency of implementing learnercentered approaches to a large number of students, and increased learning outcomes (Al-Samarraie et al., 2019; Bergmann & Sams, 2012; Fulton, 2012) . He et al. (2016) described three components of flipped learning: “Flipped classrooms should feature (1) mandatory pre-class learning of new material followed by (2) in-depth explanation, practice, and productive use of knowledge in class through active learning techniques, where (3) class attendance is mandatory”(p. 61) . Goodwin and Miller (2013), and O’Flaherty and Phillips (2015) also explained that flipped learning is the best practice of blended learning, which has recently become popular in higher education. It has recently become even more popular as institutions have shifted to online formats due to COVID-19 pandemic restrictions.  \nFlipped learning requires students to complete pre-learning sessions prior to class and then participate in engaging learner-centered activities in class. Lee and Choi (2019) emphasized the significance of pre-learning sessions for effective flipped learning courses. They found that the influence of pre-learning sessions on the success of learning outcomes was approximately twice as large as outcomes with in-class learning. On the  \nnegative side, however, He et al. (2016) pointed out that non-compliance with watching or reading materials for pre-learning sessions is a hindrance for flipped learning. This barrier indicates that the roles and responsibilities of students in flipped learning classes are considerably different than in traditional lecturebased classes. The requirements and expectations of students in flipped learning classes are also quite different from how students have been used to learning (Ng, 2018) . Koh (2019) found that students perceived that flipped classes require more time to learn the pre-learning materials and reported having a heavier worklo","cbCaifScx0Yg8aMw","https://ap.wps.com/l/cbCaifScx0Yg8aMw","pdf",364653,14,"English","# Introduction\n## Flipped learning in higher education\n## Role of pre-learning sessions\n## Motivation and learner perceptions\n## Need for learner segmentation and TAM2","[{\"question\":\"What does the study examine about flipped learners?\",\"answer\":\"The study examines learners’ perceptions, perceived usefulness, intention to register for flipped learning classes, and learning engagement.\"},{\"question\":\"How were learners grouped in the analysis?\",\"answer\":\"Learners were classified into five clusters using cluster analysis based on social influence and cognitive instrumental processes in TAM2.\"},{\"question\":\"Which flipped learning feature did most participants comment on?\",\"answer\":\"Most participants pointed to online pre-learning sessions, citing benefits such as improved understanding, review opportunities, flexible learning time, and individualized learning.\"}]","Flipped Learning - Research on Learner Perceptions, Usefulness, Registration Intention, and Engagement | PDF",1792090057,35]