Higher educational 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.
The flipped learning approach is significant as it has
the potential to fully equip students, and those already in the work force,
with skills to address 21st Century science discipline-related problems.
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.