Self-directed learning in the flipped classroom: A case of Library and Information Science students

Given the importance of lifelong learning to respond to challenges resulting from technological advancement, higher education institutions have recognized the development of self-directed learning skills, as a cornerstone of lifelong learning, through the adoption of innovative instructional strategies like the flipped classroom. This study, therefore, aimed to compare the impact of the flipped classroom and traditional lecture-based instruction on cultivating self-directed learning skills among Library and Information Science students at Kerman University, Iran. Employing a pretest-posttest quasi-experimental design with a control group, two intact classes were randomly assigned to an experimental group ( n = 25, flipped classroom instruction) and a control group ( n = 23, traditional lecture-based instruction). Data were collected using Cheng et al.’s self-directed learning questionnaire and analyzed using ANCOVA and MANCOVA. The results revealed that compared to traditional lecture-based method, the flipped teaching method had a significantly very stronger effect (η 2 = 0.903) on improving self-directed learning skills and its individual components, that is, learning motivation, planning and implementation, self-monitoring, and interpersonal communication. It can be concluded that compared to the traditional teaching method, the flipped classroom is more effective in developing self-directed leaning skills in the Iranian higher education context which underscores the value of integrating such active learning strategies into curriculum design and learning environment in order to cultivate essential lifelong learning competencies. The theoretical and practical implications are also discussed.