The Flipped Learning Classroom Model and Graduate Students’ Cognitive Engagement in a Public University in Azerbaijan
Date Issued
2026
Author(s)
Akter, Amrin
Abstract
The Flipped Learning Classroom (FLC) model is internationally recognized for
promoting active learning and thinking skills. This mixed-methods study examined
the relationship between flipped learning readiness and graduate students’ cognitive
engagement in the FLC model at a public university in the Republic of Azerbaijan
using an explanatory sequential design. The adapted versions of Flipped Learning
Readiness Scale (Hao, 2016) and Utrecht Work Engagement Scale (Schaufeli &
Bakker, 2004) were completed by 72 graduate students in the quantitative phase.
Flipped learning readiness and cognitive engagement are significantly positively
correlated, with a correlation coefficient of r = .785 and p value < .001. Those
students who took four or more FLC courses demonstrated significantly more
cognitive engagement than students who took two or three (p = .044, Cohen’s d =
0.51). No significant difference was found by year of study. The qualitative phase
identified six themes through semi-structured interviews with four purposefully
selected students: FLC creates both engagement and burden; preparation determines
participation; students develop coping strategies for the heavy workload; peer
interaction enhances learning; students need clarity of focus; and material format
influences motivation. The findings also included equity issues related to access to
resources. This study contributes empirical evidence from the under-researched Azerbaijani context and demonstrates that prior FLC experience plays a key role in
cognitive engagement. The findings offer practical guidance for instructors, program
coordinators, and policymakers in implementing flipped learning in graduate
education.
promoting active learning and thinking skills. This mixed-methods study examined
the relationship between flipped learning readiness and graduate students’ cognitive
engagement in the FLC model at a public university in the Republic of Azerbaijan
using an explanatory sequential design. The adapted versions of Flipped Learning
Readiness Scale (Hao, 2016) and Utrecht Work Engagement Scale (Schaufeli &
Bakker, 2004) were completed by 72 graduate students in the quantitative phase.
Flipped learning readiness and cognitive engagement are significantly positively
correlated, with a correlation coefficient of r = .785 and p value < .001. Those
students who took four or more FLC courses demonstrated significantly more
cognitive engagement than students who took two or three (p = .044, Cohen’s d =
0.51). No significant difference was found by year of study. The qualitative phase
identified six themes through semi-structured interviews with four purposefully
selected students: FLC creates both engagement and burden; preparation determines
participation; students develop coping strategies for the heavy workload; peer
interaction enhances learning; students need clarity of focus; and material format
influences motivation. The findings also included equity issues related to access to
resources. This study contributes empirical evidence from the under-researched Azerbaijani context and demonstrates that prior FLC experience plays a key role in
cognitive engagement. The findings offer practical guidance for instructors, program
coordinators, and policymakers in implementing flipped learning in graduate
education.