چکیده (انگلیسی):

Increased demands for technological integration in higher education have resulted in new
forms of course instruction. Under a flipped approach, students learn course materials
outside the classroom while active learning methods are employed inside. This study focuses
on the perceived effects of flipped instruction on knowledge acquisition in undergraduate
students using information communication, accessibility, stimulation, interaction,
and accumulation as measures. Undergraduate students indicated positive effects of
flipped teaching and student’s perceived learning improved as time spent using learning
management systems increased. While knowledge acquisition tended to increase in most
students, technological incompatibilities prevented the flipped approach from being fully
accepted.