Flipped Classroom on Online Instruction: Does A Balanced Interaction Matter?

Online flipped classroom provided more opportunities to achieve instructional objectives. It gives students more time and opportunities to interact with lecturer and other students inorder to master the instructional content. However, it also creates a transactional distance between lecturer and students. Interaction offers a solution to shortened distance. It gives students opportunities to ask for more explanation, confirm understanding, state opinions, give suggestions, provides and ask for feedback. The use of balanced interaction among students-lecturer, student-student, and student-content to ensure students engagement in the instructional process and its impact on instructional achievement is limited. This research aims to investigate the effect of online flipped classroom with balanced interaction. The experimental group was instructed by using online flipped classroom with balanced interaction, and the control group was instructed by using online traditional with balanced interaction. This research used quasi-experiment non-equivalent control group design. Two intact classes were used. It involved 35 students. This study found out that significantly there are no differences between instructional achievement on the experimental group and the control group. Accordingly, balanced interaction filled in the gap between two instructional delivery strategies. Moreover, it confirmed that balanced interaction avoid misunderstanding through asked for explanation and confirmed understanding.