Higher education institutionsare facing increased scrutiny to improve student learning and demonstrateprogramme effectiveness. Student engagement, one of the primary components ofeffective teaching, is critical for learning (O’Flaherty and Philips, 2015).

Inrecent years, many instructors have moved away from a sole diet of traditionallecture, with the occasional short-answer question to the class in whichstudents listen, repeat, and occasionally apply, toward a modified menu ofpedagogical platforms in which, much of the time, students are activeparticipants in the learning process. This include blended learning; wherestudents may receive a combination of traditional face to face (F2F)instruction in class and are also required to complete activities outside ofthe class, facilitated through a range of technological resources. This haspromoted the rise of the flipped classroom or inverted classroom (Lage andPlatt, 2000). The flippedclassroom is an innovative pedagogical approach that focuses onlearner-centered instruction (Gilboy et al., 2015). This approach suggests thatmultimedia lectures be recorded so that students can view them out of class andat their own pace (homework). This asynchronous approach frees up in class timefor student centred synchronous learning activities.

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Each student isresponsible for coming to class with a basic understanding of the material, sothat she or he can fully participate and engage in class discussion. Contentacquisition then is self-paced and self-guided, enabling students to controlwhen and how much content they view. This fosters student ownership of learningthrough the completion of preparatory work and being more interactive duringactual class time. Instructors will guide students to the content, challengestudents to think creatively, and provide expert insight and feedback. The flipped learningapproach is significant as it has the potential to fully equip students, andthose already in the work force, with skills to address 21st Century sciencediscipline-related problems. Therefore, this study aimed to examine students’ satisfactionand engagement and to enhance teaching and learning experiences throughinteractive teaching and learning process based on flipped classroom approach.


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