The Development of a Flipped Learning Measurement Tool

The flipped learning measurement tool was developed in line with the four pillars and the definitions of the Flipped Learning Network (2014). Features from other studies were then added, especially ideas from those researchers who had pointed out the constraints of the traditional FLIP model. In total, 27 items were produced. With the help of a specialist in flipped learning and three independent practitioners, those elements were then refined and the content validity checked. A total of 257 undergraduates who took College English Reading courses in South Korea participated in the present study. These students were from a wide variety of majors. Their average age was 20 and the gender ratio was 38:62, male to female. English proficiency amongst the participants ranged from low intermediate to intermediate, based on their university entrance English exam scores. All of the classes were taught using flipped learning and they were all taught by the same teacher using the same syllabus. Each course lasted 15 weeks. Near the end of the semester, a survey was given to the students to complete. The close-ended survey used a 5-point Likert scale: 5 ‘Strongly Agree’; 4 ‘Agree’; 3 ‘Neutral’; 2 ‘Disagree’; 1 ‘Strongly Disagree.’