Implementing flipped classroom with digital students

Abstract

Flipped teaching does a reversal of the traditional instructional delivery in the classroom. Some students in the classroom play passive roles in the learning process and make it quite boring for the student and reduce engagement. In this study, students in a technical university participate in finding out their perception of taking a course using the flipped classroom model, identifying the benefits and challenges encountered, and suggestions to improve further implementations. The students were involved in the implementation of a flipped classroom technique in the study of the course by participating in pre-class activities and in-class activities. The students worked in groups to enhance teamwork and collaboration and also took part in presentations and demonstrations. At the end of the sessions, there was student evaluation and peer facilitator evaluation. 16.6% of the students gave a Fair rating to the sessions. 46.7% rated the sessions to be Good, while 36.7% of the students gave a Very Good rating to the flipped classroom sessions. The students gave a high rating of the constructs used in the questionnaire (motivation, effectiveness, engagement, and overall satisfaction) based on the mean scores. Some challenges were encountered during the study. Nevertheless, there was a conclusion that the flipped classroom teaching technique encouraged self-learning and learner engagement and transformed the class with student-centered activities. However, the study recommended proper preparation and planning of pre-class and in-class activities from the facilitator when implementing a flipped classroom session.