EXPLORING THE TRANSFORMATIVE POTENTIAL OF FLIPPED CLASSROOMS FOR AUTONOMOUS LEARNING: A MIXEDMETHODS STUDY AT DONG NAI UNIVERSITY

Abstract

This study examines the transformative potential of the flipped classroom model in fostering learner autonomy within the under-researched context of Vietnamese higher education. Grounded in Self-Determination Theory and learner autonomy frameworks, the research adopts a convergent mixed-methods design, combining pre- and post-intervention quantitative analysis with qualitative insights from classroom observations and semi-structured interviews. The intervention, conducted over 10 weeks with 120 undergraduates at Dong Nai University, replaced traditional lectures with asynchronous video-based materials, reallocating classroom time to collaborative problem-solving. Statistical findings demonstrate a significant improvement (p < 0.05) in autonomy-related indicators, including self-regulation and intrinsic motivation. Thematic analysis revealed enhanced self-efficacy, time management, and reflective-learning practices. This study contributes to the growing literature by providing empirical evidence of how flipped pedagogies operationalize autonomous learning, particularly in nonWestern educational settings. These implications highlight the necessity of institutional support and pedagogical training for scalable implementation. Future research should adopt longitudinal approaches and cross-disciplinary comparisons to further validate these findings.