Higher experiences through interactive teaching and learning process

Higher education institutions
are facing intense scrutiny to improve the quality of student learning and
demonstrate programme effectiveness. Active learning and student engagement are
promising mean to this end (O’Flaherty and Philips, 2015). In recent years,
many instructors have moved away from being a “sage on the stage” to becoming a
“guide on the stage” (Johnston, 2017; Sezer, 2017). This include blended
learning; where students receive a combination of traditional face to face
(F2F) instruction in class and are also required to complete activities outside
of the class, facilitated through a range of technological resources. The flipped
classroom or inverted classroom is one type of blended learning approach which has
become increasingly popular in higher education (Alsowat, 2016).

 

The flipped
classroom is an innovative pedagogical approach that focuses on
learner-centered instruction (Gilboy et al., 2015). This approach suggests that
multimedia lectures be recorded and offloaded for students  so that they can view the multimedia lectures prior
to class and at their own pace (homework). Content acquisition then is
self-paced and self-guided, enabling students to control the learning environment
by proceeding through content at their own pace. Moreover, students have the opportunity
to fully participate and engage in class discussion. Instructors will guide
students to the content, challenge students to think creatively, and provide
expert insight and feedback.

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The efficacy of the flipped
classroom has been reported by researchers in various diciplines. Student
perceptions of the flipped classroom are somewhat mixed, but are generally
positive. Therefore, this study aimed to examine students’ satisfaction and
engagement and to enhance teaching and learning experiences through interactive
teaching and learning process based on flipped classroom approach.