FLIPPED CLASSROOM: ACTIVE, EFFECTIVE AND REINFORCED LEARNING - ESPECIALLY FOR UNDERPERFORMING STUDENTS

Abstract

Higher education  is   under pressure to  move  towards more flexible, effective,  proactive  and  student-centred   educational  strategies that  alleviate  the limitations of traditional  education   delivery   models.   Recently, a flipped classroom model was   proposed to support this transition. However, research on the use of flipped classrooms in higher education is still in its  early   stages  and little is known about  student  perceptions of flipped classroom  learning.   This   study   investigated   student   perceptions   of   flipped   classrooms in a final-year   research   methods course  at   university.  A questionnaire was developed   to   measure   a   student's (n = 240) perceptions of  the  flipped classroom in general,  videos  as a learning tool, and  her  Moodle  (a   learning   management   system)  as a  support  tool within the  flipped classroom model. The results  showed  that  the  majority of  students had  positive  attitudes  towards  the  flipped classroom, the use of video and Moodle, and  positive  attitudes  towards  the  flipped classroom  were   associated   with  increased motivation, engagement, increased  learning  and effective  It   was   shown   that   there   is   a   high   correlation   with   the   recognition   of   learning   Compared  to high  performers,   low   performers   exhibited   much   more   positive  attitudes  toward   using  video as a learning tool, perceived increased learning, and perceived  learning   as  more  effective.