Exploring Online Pre-class Learning Factors Influencing Learning the Engagement and Learning Persistence in Flipped Learning Through an Expectation-Confirmation Model

The purpose of this study is to systematically analyze the effect of online pre-class learning on offline classroom learning in the context of university students who take flipped learning classes. To this purpose, the Expectation Confirmation Model was applied to explore the structural relationship between expectation confirmation, usefulness, engagement, and learning persistence from the learner's perspective. This was done by applying expectation confirmation and usefulness as independent variables, learning engagement as a mediating variable, and learning persistence as a dependent variable. The participants of this study were college students who took the flipped learning class offered at a large university located in Seoul. A survey was conducted using both online and offline methods. The data collected from the final 292 students was verified through structural equation modeling analysis, and the results are as follows: First, the degree of expectation confirmation for learners' pre-class learning in flipped learning had a significant effect on the learning persistence of flipped learning through usefulness and learning engagement. Second, the usefulness perceived by the learners had a positive effect on learning persistence. Third, learning engagement was found to indirectly mediate the relationship between expectation confirmation, usefulness, and learning persistence. Suggestions have been provided regarding instructional design and implementation for flipped learning in higher education.