Abstract:

The use of flipped learning as a blended learning tool is rapidly increasing in higher education. While it appears to be good in terms of enhancing student learning experience with the provision of technology enhanced tools, there is limited evidence in terms of their knowledge acquisition. In Spring 2015, flipped learning was first used in some of the mathematics modules in the Middle East College, Sultanate of Oman. In Fall 2015, flipped learning was implemented in all Semester 1 modules of the college. Flipped learning is an instructional strategy that reverses the traditional teaching by delivering the instructional content through online tools and is done outside the classroom. In the Mathematics Department, content was delivered by uploading the videos, PowerPoint slides, and other reading materials a week before classes. Students then watch the videos and read the materials before coming to class. Almost all the semester 1 modules have a laboratory component, so laboratory videos were uploaded every week before starting the laboratory class. In this paper, we compare the results between the theory and laboratory components of modules where flipped learning was implemented. We will analyze the marks of the students between the two components and between semesters where flipped learning was and was not implemented. Finally, we look at how students perceive this approach by providing a student satisfaction survey.

Keywords:

Flipped Learning, Blended Learning, Student Learning Experience, Instructional Strategy.