effect of e-scenario-based flipped classroom on students’ satisfaction in medical education

Background: in recent years, universities have widely adopted e-learning tools for educational purposes. learning management systems (lms) have been the core of this new paradigm due to the opportunities that interaction and collaboration tools within lms provide for educators to enhance the effectiveness of e-learning. objectives: the purpose of this study was to combine flipped classrooms with e-learning facilities to investigate how it influences students’ satisfaction with learning. it also investigated the leading and restrictive factors of interactive learning in an e-flipped classroom and the impact of the e-flipped classroom on students. methods: this paper reports a mixed-method study, following the levin model steps, to examine learning satisfaction in the eflipped classroom. participants were 12 master students experiencing flipped classrooms in an e-learning platform in two subsequent semesters in 2019. results: students were interviewed and filled out questionnaires to reflect their experience of an inverted teaching method using lms. thematic analysis was adopted to analyze interviews. two subcategories, individual achievements and educational achievements, and one category, learning satisfaction, were obtained. the t test was applied to analyze the questionnaire results at the p value of 0.05 as the significance level. the response rate to the questionnaire was 83%. conclusions: students were significantly satisfied with the program and reported no dissatisfaction. further, the pedagogical and motivational factors and lms features were the leading factors of an effective e-flipped paradigm. however, individual limitations, infrastructure deficiencies, and ethical considerations may restrict the effectiveness of an e-flipped program.