Investigating Learning Experience When Lecturer and Learners’ Roles are Reversed


  • Dina Adinda CREF UR 1589, Université Paris Nanterre
  • Maria Denami LISEC UR 2310, Université de Haute Alsace, Université de Strasbourg, Université de Lorraine
  • Christophe Jeunesse CREF UR 1589, Université Paris Nanterre



Reversed classroom, Flipped classroom, Online learning, Adult education, Self-direction


The "reversed classroom" involves the reversals of the learning instruction and the lecturer and student roles in class. The study investigates the learners' views of a reversed classroom on their first online learning experience, the development of the competencies targeted by the course, and how the reversed classroom promotes self-direction. On three occasions (at the beginning, middle, and end of the course), learners were required to complete a self-positioning survey and declare their perceptions of their competencies. They were also invited to point out their learning experience using a questionnaire. Data collected were analysed using the descriptive analysis method. Learners also shared their views on how the adopted reversed classroom ensured their self-directed learning in the interview. This data was analysed using thematic analysis. The findings revealed that although this was the learners' first experience of a reversed classroom, they appreciated it and developed various competencies. They further confirmed that the learning setting, the mentoring roles, and the pedagogical styles adopted successfully ensured their self-direction in learning.