LOOKING INTO THE IMPACT OF FLIPPED LEARNING PEDAGOGY ON STUDENTS’ PERCEIVED LEARNING EXPERIENCE IN UNDERGRADUATE MATHEMATICS COURSES

This research investigates the impact of applying the flipped learning methodology on students’ perceived learning experience, compared to lecture-based learning at American University of Sharjah. Flipped learning is one of the pedagogies that aims to improve teaching and learning experience where the typical lecture and homework elements are reversed. Students review content before the class on their own, while the class time is devoted to activities such as problem solving and discussions.

To address the research purpose, six undergraduate mathematics classes were investigated. Two classrooms utilized a flipped methodology while the other four used a lecture-based approach. All classrooms were taught in the same semester; Fall 2016.

This study is conducted using a mixed method design involving the collection and analysis of quantitative and qualitative data. The Revised Community of Inquiry framework (RCOI) is adopted to assess students’ perceptions of their learning experience. The RCOI instrument was distributed to students in both types of classrooms. Further, open-ended questions are adopted to get additional insight on the students’ perceptions of each of the learning experiences they have gone through.

The outcome of this research provides faculty members with a better understanding on how the students are perceiving the flipped learning methodology in comparison to the lecture-based one. The results help instructors to decide about future pedagogies to apply in their classrooms in addition to showing enhancement and challenges to be considered in the course design.