A Study on Learners’ Readiness for Flipped Learning
DOI:
https://doi.org/10.5564/lavai.v22i34.4518Keywords:
Criteria , Flipped learning , Learner , Opportunity , ReadinessAbstract
In information technology era, individuals are required to develop advanced technological skills to support professional development, and lifelong learning. Over the past decade, flipped learning, a learner-centered approach in higher education, has been increasingly implemented in many countries. This study aims to identify learners’ readiness for the implementation of flipped learning and to examine the key factors influencing their readiness. A total 208 second-year students at the Mongolian National University of Education (MNUE) who are studying the “Introduction to Coding” course in 2024-2025 academic year were participated. The survey consisted of 20 questions with six criteria: general information, perception of flipped learning, learning styles, learning materials, technological readiness, learning attitude, and time management. The survey was analyzed using SPSS. The internal consistency of the questionnaire was confirmed with a Cronbach’s alpha of α = 0.917, indicating a high level of reliability. Correlation analysis revealed strong positive relationships among activities such as watching instructional videos on time, completing assignments in advance, and active participation in class (r = 0.62–0.74, P < 0.01). Factor analysis identified four main factors: learning environment, time management, participation, and engagement. The findings suggest that the research method can be used to detect student readiness for flipped learning.
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