Institutions ofhigher education are facing increased scrutiny to improve student learning anddemonstrate programme effectiveness. One of the primary components of effectiveteaching is student engagement and that engagement is critical for learning(O’Flaherty and Philips, 2015). In recent years, many instructors have movedaway from a sole diet of traditional lecture, with the occasional short-answerquestion to the class in which students listen, repeat, and occasionally apply,toward a modified menu of pedagogical platforms in which, much of the time,students are active participants in the learning process. This include blendedlearning; where students may receive a combination of traditional face to face(F2F) instruction in class and are also required to complete activities outsideof the 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. 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 flippedlearning approach is significant as it has the potential to fully equipstudents, and those already in the work force, with skills to address 21stCentury health care or science discipline-related problems. Therefore, this studyaimed to examine students’ satisfaction and engagement and to enhance teachingand learning experiences through interactive teaching and learning processbased on flipped classroom approach.