This study investigates the role of pre-class online video lectures in flipped-classroom instruction, focusing on how these resources influence student satisfaction and learning outcomes. Flipped classrooms have gained popularity as a pedagogical approach that inverts traditional teaching by delivering content outside of class through digital platforms, allowing in-class time for active learning. The research examines students' perceived satisfaction with pre-class video lectures, analyzing how these lectures affect their engagement, preparedness for in-class activities, and overall learning experiences. Data were collected from surveys, student feedback, and academic performance assessments in a university-level course utilizing flipped-classroom methodology. The findings suggest that pre-class videos play a crucial role in enhancing students' readiness to engage with class material, leading to greater satisfaction with the learning process. Additionally, students who reported higher satisfaction with the video content showed improved academic outcomes, particularly in problem-solving and application-based tasks. This study highlights the importance of well-designed pre-class videos as an essential component of the flipped-classroom model, offering valuable insights for educators seeking to optimize teaching strategies and improve student learning experiences.

Flipped classroom, Pre-class online video lectures, Student satisfaction

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14.

Awidi, I. T., & Paynter, M. (2019). The impact of a flipped classroom approach on student learning experience. Computers & Education, 128, 269-283.

Bergmann, J., & Sams, A. (2012). Before You Flip, Consider This. Phi Delta Kappan, 94(2), 25-25.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.

Chaiprasurt, C., & Esichaikul, V. (2013). Enhancing motivation in online courses with mobile communication tool support: A comparative study. The International Review of Research in Open and Distributed Learning, 14(3), 377-401.

Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage

Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.

Dey, P., & Bandyopadhyay, S. (2019). Blended learning to improve quality of primary education among underprivileged school children in India. Education and Information Technologies, 24(3), 1995-2016.

Hasse, C. (2019). Learning Matter: The Force of Educational Technologies in Cultural Ecologies. In Material

Practice and Materiality: Too Long Ignored in Science Education (pp. 217-229). Springer, Cham.

Hung, H. (2014). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning,28(1), 81-96.

Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50.

Lee, Y., Lee, J., & Hwang, Y. (2015). Relating motivation to information and communication technology acceptance: Self-determination theory perspective. Computers in Human Behavior,51, 418-428.

Little, C. (2015). The flipped classroom in further education: literature review and case study. Research in Post-Compulsory Education,20(3), 265-279.