Learners' perceptions of Flipped Learning with free writing

The aim of this study is to propose free writing as a device to bridge the preclass and in-class phases of a flipped learning university classes, and to analyze learners' perceptions of flipped learning to which free writing is applied. In this study, free writing was conducted every week to allow students to freely write video class-related contents to enhance the learning effect of flipped learning. At the end of the semester, a survey was conducted to investigate students' perception of flipped learning. The survey results showed that 107 students (79.3%) believed that the free writing exercises led to improvements. Among the improvements, expression (14.3%), review (13.3%), and writing introductions (13.3%) were most frequently cited. It appears that free writing played a positive role in enhancing student engagement in flipped learning classes.