Higher education continually seeks new approaches to support students with various learning needs. At present, Finland attempts to provide such support through accessibility and reasonable accommodation efforts, but students with learning disabilities may still encounter many barriers in their studies. One approach suggested to meet the needs of a diverse student population is the flipped classroom. While substantial research exists about its benefits and drawbacks, less is known from the perspective of students who have a history of receiving pedagogical support. Therefore, the present study examined the experience and performance of these students in flipped higher education courses. Results indicated no difference in the academic performance of learners with a history of support compared to those without. Students with a history of support needs reported a lower assessment of self-regulation and self-efficacy for learning, and experienced the flipped courses as more difficult. However, they favored more collaboration in general and in the flipped classroom approach in particular. Additionally, regression models indicated that achievement in flipped courses was explained primarily from the lack of regulation and guidance perspectives. These findings suggest new insights for teaching those with learning disabilities, particularly the support a flipped classroom may provide, but developing a more in-depth understanding is warranted.

高等教育不断寻求新方法来支持具有各种学习需求的学生。目前，芬兰试图通过无障碍和合理的住宿努力提供此类支持，但有学习障碍的学生在学习中仍可能遇到许多障碍。为满足多样化学生群体的需求而提出的一种方法是翻转课堂。虽然对其优点和缺点进行了大量研究，但从有接受过教学支持历史的学生的角度来看，人们对其了解较少。因此，本研究考察了这些学生在翻转高等教育课程中的经验和表现。结果表明，有过支持历史的学习者与没有支持历史的学习者的学业成绩没有差异。有支持需求历史的学生对学习的自我调节和自我效能评估较低，并且经历翻转课程更加困难。然而，他们总体上更倾向于更多的协作，特别是翻转课堂方法。此外，回归模型表明，翻转课程的成就主要是从缺乏监管和指导的角度来解释的。这些发现为教学有学习障碍的人提供了新的见解，特别是翻转课堂可能提供的支持，但有必要进行更深入的理解。