THE END OF THE "SAGE ON THE STAGE": ASSESSING THE IMPACT OF FLIPPING CLASSROOMS ON TEACHING AND LEARNING PRACTICE ACROSS MULTIPLE DISCIPLINES AT A HIGHER EDUCATION INSTITUTION IN OMAN

Flipped learning has become a buzz word in different education sectors including Higher Education. The approach combines technology and education in a novel way that helps to enhance student learning experience. In an effort to promote student engagement, improve learning and develop key learner attributes, as enshrined in our teaching and learning strategy; the Middle East College (MEC) decided to flip the traditional classrooms in a multi-disciplinary pilot project.

This innovative approach is undoubtedly a “game changer” in teaching and learning. With the help of technology, students can access content in their own time and then use class time for problem solving, skill development and gaining a deeper understanding of the subject matter (Bergmann & Sams, 2012). In the same vein, Roehl et al. (2013) posit that flipped learning frees class time from lecturing and it allows for a range of activities to be developed during class time. One of the most celebrated advantages of flipped learning is increased interactivity. Arguably, using class time for active learning versus lecture provides opportunities for greater teacher-to-student mentoring, peer-to-peer collaboration and cross disciplinary engagement (Prensky, 2010). A number of studies have shown that flipped learning promotes “deep learning” (Bishop & Verleger, 2013; Bristol, 2014). While this approach has gained popularity in other places, it appears there is a dearth of research on flipped learning in the Gulf region in general, and in Oman in particular, making our study important.

This presentation reports on outcomes from the evaluation of our flipped learning pilot project which was implemented across multiple disciplines including IT, Engineering and Business Studies in the 2014/15 academic year. This broad approach enables to compare how flipped learning works in different disciplines. The presentation provides a contextually rooted discussion on the implementation of flipped learning making explicit how it functioned in different disciplines including a discussion of lessons drawn from the pilot as well as future implications. In addition, academic staff and students’ perceptions of flipped learning will be discussed including a reflection on some of the challenges involved in implementing the approach.