Flipping Perceptions, Engagements and Realities: A Case Study

Abstract

Flipped learning is considered as an active and constructivist teaching and learning approach to enhance the learning experience of both students and teachers. This research, conducted within the framework proposed by Jonathan Bergmann, explores the students' as well as teachers' perception of flipped learning. The study uses both quantitative and qualitative methods to collect data from the respondents. Separate questionnaires were used to collect the information from teachers and students, and a structured interview was conducted with teachers. Total of 56 students and 14 teachers from an undergraduate business program participated in this study, and all the respondents had experience in flipped learning. Results show both the students and teachers hold a positive perception towards flipped approach, and they consider this approach as an innovative way of teaching and learning. Study also identified the factors affecting the effectiveness of flipped classrooms and provides necessary recommendations for its successful implementation.

Promoting Self-Regulation Skills Among Pre-Service Islamic Studies Teachers Through Project-Based Learning Utilizing a Flipped Learning Strategy

“…In addition, it disputes the misconception that Islamic Studies lack innovation and technology integration. Applying an FLS project promotes higher-level mental processes, competencies, and abilities in teachers and, eventually, in their students (Kutahnecioglu Inan et al, 2019;Ahmad Uzir et al, 2020).…”

“…Effective utilization of class time in FLS helped both pre-service teachers and their learners achieve the anticipated learning objectives with qualitative outcomes. As learners watched the designed video or online lectures outside of school, class time could be devoted to activities and engagement, encouraging genuine interaction (Ahmad Uzir et al, 2020;Kutahnecioglu Inan et al, 2019;Nguyen et al, 2016).…”

Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers

“…This, according to the teachers and students, leads to a more fruitful use of class time. These respondents were of the opinion that the flipped classroom model can accomplish its purpose only if students take responsibility for their learning and come to class prepared (Inan, Balakrishnan, & Refeque, 2019). According to Herried and Schiller (2013), some Science, Technology, Engineering, and Math teachers expressed that the flipped classroom instructional strategy allows more time to spend with students on authentic research and more time to work on scientific lab equipment.…”