Tailoring hybrid flipped learning course design: exploring motivation, personality, and experiences of students and faculty

Abstract

Abstract

BACKGROUND: Hybrid flipped learning is increasingly used in health professions education; however, students differ in how they experience and engage with this model. Individual characteristics, such as personality traits, may influence motivation and learning experiences, yet limited evidence exists on how hybrid flipped learning courses can be designed to accommodate diverse learners. This study investigates the relationship between personality traits and students' intrinsic motivation in a hybrid flipped medical terminology course and explores student and instructor perspectives to inform adaptive course design. METHODS: An exploratory convergent mixed-methods study was conducted in an undergraduate medical terminology course delivered using a hybrid flipped learning model. At the end of the term, students completed an online survey measuring intrinsic motivation (interest and enjoyment, perceived competence, effort and importance, and value and usefulness) and the Big Five personality traits. One-sample t-tests compared motivation scores against the scale midpoint. Structural equation modeling was used to examine associations between personality traits and motivation outcomes. Feedback collected from students and instructors was analyzed thematically to provide contextual insights. RESULTS: A total of 149 student responses were analyzed. Mean scores for all positive motivation dimensions were significantly above the scale midpoint, suggesting positive perceptions of the hybrid flipped learning design. Several personality traits were significantly associated with motivation outcomes. Conscientiousness was positively associated with interest and enjoyment, effort and importance, and perceived competence, while openness was negatively associated with perceived tension. Extraversion was negatively associated with interest and enjoyment, while agreeableness was positively associated with value and usefulness, effort and importance, and perceived competence. Neuroticism was positively associated with perceived tension. Qualitative findings supported these patterns: students with higher extraversion expressed a preference for greater in-person interaction, whereas conscientious and open students valued structure, autonomy, and self-paced learning. Instructors (n = 10) highlighted the importance of flexible instructional strategies to support diverse learner needs. CONCLUSIONS: Personality traits are associated with students' motivational experiences in a hybrid flipped learning design. Findings from this single-site male undergraduate cohort suggest that hybrid flipped learning designs that account for learner differences may better support engagement and learning experiences within similar educational contexts. These findings offer preliminary insights for developing more adaptive and inclusive instructional designs.