The flipped classroom is a technology-enhanced pedagogy
that has grown popular in education settings. It replaces the traditional didactic
lecture with active in-class tasks and pre- and/or post-class works,
revolutionizing the way that students receive information from their instructors.
In a traditional classroom, students take lecture notes and spend time
memorizing knowledge without actively participating in the learning process.
This has directly and indirectly affected student engagement and learning
process. In a flipped classroom, information-transmission component of a
traditional face-to-face lecture takes place outside of class time. Students are required
to do traditional classwork at home and
complete their homework in class with the instructor present to assist the
students to the
evidence generally supports the benefits
of flipped classroom, there are still very scarce insights regarding the
potential of flipped classroom model in fostering student learning and engagement.
Therefore, this study was undertaken to
examine students’ satisfaction and engagement through interactive teaching and
learning process based on flipped classroom approach.
A total of 12 Master students from diverse background was participated
in 14-week “Plant and Animal Improvements” course in Semester 1 2017/18. In
this study, students were exposed to traditional lecture-based classroom and
flipped classroom. In the traditional lecture-based classroom, students
attended the didactic lecture and did the homework after class. The class
periods, other than quizzes and the midterm, were spent in lectures and solving
textbook-type problems. In the flipped classroom, students were asked to watch
the pre-recorded lectures before the class and use the class time for homework
discussion. The class time, other than weekly quizzes and
exams, was spent solving problems, either individually or in groups. All students were asked to complete
feedback questionnaires after completed each approach.
The results showed that students were generally satisfied
with some aspects of the redesigned course, including content and topics of the
learning materials, e-learning course flexibility as well as technology and
multimedia resources used. Surveys and in-class discussions indicated that students’
attitudes were positive toward the use of digital technologies to enhance their
learning but not to substitute the role of the lecturer. Most students still
value face-to-face interaction and do not see online learning environment as a
total substitution to the traditional lecture.
There are some limitations encountered in this study. The
number of students enrolled in this course was very low. The response from the low
number of participants may not reflect the learning gain from the flipped classroom
approach. Besides, the results focus only on students’ satisfaction regarding
their experience with the traditional and flipped classroom approaches. It is valuable
to understand students’ perceptions and relationship of other indicators of student
engagement in the flipped classroom, which is a suggestion for future studies.
The paper provides insights into learning processes
required for active engagement in student-centred classes. The study also showed
that flipped classroom could be an effective teaching technique to incorporate
into existing courses and that it does provide some benefits compared to