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The participants included 34 second-year pre-service primary school mathematics teachers in Türkiye enrolled in an online course during the COVID-19 period. Quantitative engagement scale results and qualitative reflective diaries were analyzed together. OFLM showed a positive and significant increase in behavioral and emotional engagement, while cognitive engagement did not increase significantly. Students reported active, enjoyable teaching and rising lesson interest.",{"@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/the-effect-of-the-online-flipped-learning-model-in-higher-education-examination-of-students-engagement-views-and-experiences/593217/",{"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/the-effect-of-the-online-flipped-learning-model-in-higher-education-examination-of-students-engagement-views-and-experiences/593217.png","ImageObject",300,407,{"name":92,"@type":93},"Aran","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning model does the study focus on, and where is it applied?","Question",{"text":112,"@type":113},"The study focuses on the online flipped learning model (OFLM) and evaluates its effects in higher education during an online course context.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was student engagement measured and what data sources were used?",{"text":117,"@type":113},"Quantitative data were collected using a student engagement scale, and qualitative data came from students’ reflective diaries.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main effects of OFLM on different engagement dimensions?",{"text":121,"@type":113},"OFLM produced a positive and significant increase in students’ behavioral and emotional engagement, while cognitive engagement showed no significant increase.","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},593217,1792165290,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137455076865,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","The Effect of the Online Flipped Learning Model in Higher Education: Examination of Students’ Engagement, Views and Experiences  \nZüleyha Yıldırım Yakar  \nAbstract: This study analyzed the effect of online flipped learning model (OFLM) on university students'online learning environment engagement. In addition, students' views about experiences in flipped teaching implementation were examined. The participants consisted of 34 students who were in the 2nd year of a primary school mathematics teaching program at a state university in T ürkiye and who enrolled in the Approaches to Learning and Teaching Mathematics course taught online during the COVID-19 pandemic period. Quantitative and qualitative methods were simultaneously used to capture a holistic perspective. The quantitative data were obtained from the student engagement scale, and the qualitative data from the reflective diaries written by the students. The results revealed that OFLM had a positive and significant effect on students' learning environment engagement when compared before and after the implementation process. Considering the factors of engagement scale, a significant increase was identified across the students’ behavioral and emotional engagement. However, no significant increase was noted across their cognitive engagement. The positive effect of OFLM on students' engagement was also observed in reflective diaries written by the students during the implementation process. In this regard, the majority of the students reported that OFLM provided effective and active teaching, they hada lot of fun during the process, and their interest increased in the lesson. The qualitative results confirmed those of quantitative and revealed the reasons for the significant increase in students'engagement. The results of the present study yield strong evidence for the flipped learning to improve student engagement. This study harmonizes that flipped learning can be applied effectively in online education, and thus increasing students’ learning environment engagement.  \nKeywords: Online learning, flipped learning model, student engagement, elementary mathematics, pre-service teacher  \nHighlights  \nWhat is already known about this topic:  \n• Student engagement is a very effective factor on variables such as students' motivation, course attendance and academic success.  \n• How to ensure engagement in the online environment is one of the main concerns.  \n• The online flipped learning model is a promising strategy that can be used to solve the educational problems in distance education .  \nWhat this paper contributes:  \n• Online flipped learning has a positive and significant effect on the engagement.  \n• Participants think that online flipped teaching is an effective and active way of teaching.  \n• The participants stated that the negative aspect of online flipped teaching are that technical problems, time and effort require , and therefore it is a tiring application.  \nImplications for theory , practice and/or policy:  \n• Planning a flexible application in accordance with individual characteristics in flipped education will lead to more positive results.  \n• If longitudinal studies are carried out in long-term studies, the effect of time factor on commitment in online flipped teaching can be revealed.  \nIntroduction  \nWith the advances in information and communication technologies, especially in recent years, distance education is in an effort to integrate into education through different purposes and resources. While these developments continued, the main agenda of education swiftly became distance education with the COVID-19 pandemic. Face-to-face education had to be suspended in higher institutions, as in other education levels due to the COVID-19 pandemic all over the world, and distance education was the only solution to prevent the interruption of education. This sudden and compulsory transition to distance education has led to hot discussions on various issues such as tea","cbCaicdM0fquGP2h","https://ap.wps.com/l/cbCaicdM0fquGP2h","pdf",453006,"English","# Abstract\n## Keywords\n## Highlights\n## Introduction\n## Methods and Findings (Engagement Effects)","[{\"question\":\"What learning model does the study focus on, and where is it applied?\",\"answer\":\"The study focuses on the online flipped learning model (OFLM) and evaluates its effects in higher education during an online course context.\"},{\"question\":\"How was student engagement measured and what data sources were used?\",\"answer\":\"Quantitative data were collected using a student engagement scale, and qualitative data came from students’ reflective diaries.\"},{\"question\":\"What were the main effects of OFLM on different engagement dimensions?\",\"answer\":\"OFLM produced a positive and significant increase in students’ behavioral and emotional engagement, while cognitive engagement showed no significant increase.\"}]","The Effect of the Online Flipped Learning Model in Higher Education - Examination of Students’ Engagement, Views and Experiences | PDF",1792076840,48]