Active learning methods have been shown to enhance student motivation, engagement, and academic performance in higher education. The Flipped Classroom (FC), when combined with a blended learning approach, restructures the traditional format by shifting content delivery to asynchronous pre-class activities. This allows face-to-face sessions to focus on collaborative learning (CL), which promotes higher-order cognitive skills such as problem-solving, critical thinking, and knowledge application, maximising the value of in-person time.
This paper reports findings from the third and final year of a longitudinal evaluation of a blended learning approach combining FC methods with CL strategies. The approach was implemented over three consecutive academic years within the same engineering module. Data were collected from the third cohort to examine students’ perceptions of the flipped learning model, the value of in-class activities, and the impact of iterative improvements made to enhance the learning experience. Particular attention was given to the role of formative feedback in supporting students’ self-regulated learning (SRL). Two ethically approved and validated questionnaires were used for data collection. Responses were analysed using descriptive statistics (frequencies, means, standard deviations) to explore trends in student perceptions and engagement.

Results indicated that while the blended FC approach holds significant pedagogical value, its successful implementation depends on students’ SRL skills. Embedding formative feedback positively influenced student engagement with asynchronous content, in-class collaboration, and attendance. Small improvements were also observed in academic performance and overall module satisfaction. These findings highlight the importance of supporting SRL development to maximise the benefits of blended and flipped learning. However, providing regular formative feedback proved resource-intensive for academics, particularly when managing large cohorts. Future research should examine whether offering targeted SRL training prior to module delivery can improve student outcomes while mitigating staff workload.

Keywords: Flipped Classroom, Blended Learning, Self-regulated learning, Collaborative learning, Online Learning.