Decrease in student satisfaction and motivation in fl ipped classroom (FC) model of instruction is among frequently observed problems. And these problems could reduce the ef fi ciency of FC model. It is believed that the problems related to student satisfaction and motivation in FC model of instruction are related to the e-learning readiness of the students. The purpose of the current study was to explore the impact of the e-learning readiness of the students on student satisfaction and motivation in FC model of in- struction. The study was carried out with 236 undergraduate students taking Computing I class taught using FC model of instruction. Data were collected from three self-report instruments: E-learning Readiness Scale (subscales: ‘ computer self-ef fi cacy ’ , ‘ internet self-ef fi cacy ’ , ‘ online communication self- ef fi cacy ’ , ‘ self-directed learning ’ , ‘ learner control ’ and ‘ motivation towards e-learning ’ ), Satisfaction Scale and Motivated Strategies for Learning Questionnaire. The path analyses with structural equation modelling (SEM) further veri fi ed that students' e-learning readiness were related to their satisfaction and motivation while undertaking academic tasks in FC model of instruction. The results of the study indi- cated that students' e-learning readiness was a signi fi cant predictor of their satisfaction and motivation in FC model of instruction. Findings were presented and discussed for future studies and applications.
