The self-determination of students in the flipped classroom compared to in-person classes was discovered through a series of questionnaires for the students as well as researcher observations.

Results indicate:

• there is a consistent pattern in which autonomy, competence, and relatedness were all nurtured and encouraged in the flipped classrooms, with a significant difference compared to the in-person classes
• the nature of the flipped classrooms could encourage students in relatedness with the need to work together in class activities, become more competent in the material through supporting each other, and gain autonomy through engagement in activities compared to listening to lectures in class