Abstract
The flipped classroom is a well-recognized instructional approach that improves learning performance and experience through two sequential phases: pre-class preparation and in-class collaboration. Despite the large differences between the two phases, few studies have explored their separate effects on flipped learning. This study conducted a hierarchical linear regression to investigate how the two sequential phases and their featured behaviors can predict learning performance and experience in a flipped classroom at the undergraduate level. The results indicated that students' pre-class discussion positively predicted their assignment scores to a moderate degree, while the in-class collaboration was negatively correlated with test scores. However, the two phases had a limited impact on students' flipped learning experience. The results also highlight the influence of students' initial interest and prior achievement on their flipped learning experience. The findings can extend our understanding of the flipped classroom approach and inform its design and implementation in higher education contexts.