Abstract:

Education enlightens the humans to march forward in right direction. The teaching-learning process must generate an interest in the students and motivate them to stay connected. Student engagement has been an ever increasing concern for all the academia. To sustain the student’s interest in any academic subject with the advent of technological disruptions is challenging. The millennial students are technology-savvy, visually oriented and experientially connected to learning. Advances in technology and online repositories have made the concept of flipped learning a realistic option for the majority of educators. Flipped learning is known as a learning mode that attains the goal of student centered learning. The objective of the current intervention is to set the pedagogical framework for appropriate use of online resources like eBooks and videos, technologies and tools to support interactivity which will enhance the teaching, learning and evaluation outcome. The research paper considers the inclusion of flipped classroom as an innovation pedagogical methodology in teaching and learning practices. Flipped learning is a teaching method in which the conventional idea of classroom-based learning is reversed, so that students are presented to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities enabled by teachers. It implements asynchronous video lectures and practice problems out of the classroom generally at students’ convenience along with active group based deliberations in the classroom. The study examines the impact of flipped classroom and traditional teaching on student engagement parameters viz. student attendance, student attentiveness /participation /responsiveness to Q&A sessions, problem solving ability, enthusiasm to generate new ideas, debate on existing concepts, having stimulating group discussions and effective team tasks etc. The current paper is focused on how flipped classroom influence campus-based student engagement in learning.

The student sample under consideration is a controlled group of 240 post graduate students who are studying under the faculty of social sciences. It is a longitudinal study over a semester for 4 divisions of students two of the divisions were taught in traditional methods while other two divisions of the students were experimented with flipped classroom type of experience. The controlled group was administered with the following activities viz. pre class study materials, moodle quizzes, instant student responses surveys, discussion forums. The result suggests that the flipped classroom methodology is effective in student engagement and a shift from passive listening to active learning. This engagement has been leading to higher academic performance which in turn improves the quality of higher education.

Keywords:

Flipped learning, Student engagement, Higher education.