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The Effect of Resistance to Change on Students' Acceptance in a Flipped Classroom Course

Digital technologies are increasingly used in higher education in so-called blended learning courses. A growing popular course concept is the Flipped Classroom (FC). In an FC, knowledge is acquired at home and deepened in the in-class time with the teacher. Compared to traditional teaching concepts, FC courses are considered particularly effective in terms of learning success. However, the transformation to FC-concepts is a big change for learners and students and often combines with a resistance to change. In this study we investigate the effect of resistance to change (inertia) on the acceptance of Flipped Classroom courses from the students' perspective. Teachers can use this knowledge to increase the attractiveness of FC.