Abstract:

The aim of this paper is to discuss the process of implementing an effective and successful flipped learning model in a general education program course. As a case-study, we used data and information from an information literacy course delivered under the general education program at the United Arab Emirates University during the academic year 2016/2017. We will discuss in details the components of a flipped classroom learning model, its implementation, the learning activities, the assessment methods used to assess students’ performance, the instruction design, what are the requirements for a successful implementation, and the learning environment settings. A large dataset has been collected during the delivery of the course which involved qualitative and quantitative data through focus groups, students’ surveys, classes observation, course evaluation, pre-test and post-test, and detailed course grades. In order to gain more insights on the effectiveness of each factor of the learning process, a variety of statistical analysis have been used to measure the impact of each factor on the students’ performance from descriptive to inferential statistical models. The results of the study showed an overwhelming positive impact of the flipped learning when properly implemented in a collaborative inquiry based learning environment.

Keywords:

Flipped classroom, flipped learning model, Inquiry based learning, collaborative learning, project based learning.