Flipped learning design fidelity, self-regulated learning, satisfaction, and continuance intention in a university flipped learning course

For effective flipped learning, beyond simply switching the sequence of lectures and homework, it is important to understand implement fundamental design principles learning. A new notion proposed called learning fidelity, defined as degree which a class faithfully designed be close an ideal operationalised with four proxy indicators F-L-I-P™ model (flexible environment, culture, intentional content, professional educator). This study empirically examines effect both learner-related factor (self-regulated learning) design-related (design fidelity) on outcomes (satisfaction, continuance intention) in university course. We hypothesised that fidelity self-regulated affect student satisfaction intention continue participating The participants were 134 Korean students course taught mode. results revealed level had significant satisfaction, but did not intention. In addition, Drawn from key findings, we suggest implications for courses context.