Students' Experience with Flipped Learning Approach in Higher Education

Abstract

This study aims to discover students' experience with flipped learning approach. In particular, this study aims to identify key elements of the flipped learning experience to build flipped learning framework that could be used as a guiding framework for instructional designers. This study employs qualitative research design and is supported by the meaningful learning theory and student engagement model which acts as a theoretical framework. A total of 16 postgraduate students who enrolled in Master of Educational Management programme participated in this study. Data is collected through open ended questionnaire, and reflections by the students and the instructor. The finding reveals elements of students' engagement in the flipped learning approach which consists of (i) fun learning, (ii) active learning, (iii) collaborative learning, and (iv) technology enhanced learning. The findings revealed that students reported positive experiences towards the exposure of the flipped learning approach, which supported the meaningful learning theory and student engagement model. It is envisaged that the results of this study would provide significant impact in the way higher education courses should be delivered. Through flipped learning approach, the focus of the instructional approach is no longer providing direct content to the students, but to allow students to construct the knowledge themselves and be responsible in their own learning.