Effectiveness of using the flipped classroom strategy at Sudanese tertiary level
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Authors
Shareef, Ahmed
Issue Date
2023
Educational Level
ISCED 6: Batchelor's or equivalent level
Geographical Setting
Sudan
Abstract
Context: This study investigates the flipped classroom strategy at Sudanese tertiary level, particularly among Aviation Engineering students at Safat College. Prompted by the challenges of online teaching during the Covid-19 pandemic and technological constraints, the research explores the effectiveness of the flipped classroom approach in a context where traditional online teaching methods were not feasible.
Aims: The primary aim is to explore the perceptions and performance of students regarding the flipped classroom strategy. The research seeks to understand students' feelings about this teaching method, their performance expectations, and colleagues' views on its application.
Methods: The methodology includes distributing questionnaires, conducting focus group interviews with selected students based on their questionnaire responses, and interviewing expert lecturers. These methods aim to gather comprehensive insights into the effectiveness of the flipped classroom strategy from multiple perspectives.
Findings: Findings reveal that approximately 80% of students responded positively to the flipped classroom strategy, appreciating the shared responsibility in the learning process. However, challenges were noted concerning the timing of material distribution and vocabulary comprehension. Modifications were made, such as earlier sharing of materials and the use of simplified texts and subtitled videos, which subsequently improved student participation, confidence, and performance.
Implications: The study underscores the importance of adaptability in teaching strategies to enhance student engagement and learning outcomes. A flipped classroom approach can be valuable, particularly in contexts with technological limitations. Emphasis is placed on early material sharing, simplification of texts, incorporation of engaging tools like Kahoot to facilitate learning and comprehension, and systematic evalaution and adjustment of teaching practices based on student feedback and performance data.
Aims: The primary aim is to explore the perceptions and performance of students regarding the flipped classroom strategy. The research seeks to understand students' feelings about this teaching method, their performance expectations, and colleagues' views on its application.
Methods: The methodology includes distributing questionnaires, conducting focus group interviews with selected students based on their questionnaire responses, and interviewing expert lecturers. These methods aim to gather comprehensive insights into the effectiveness of the flipped classroom strategy from multiple perspectives.
Findings: Findings reveal that approximately 80% of students responded positively to the flipped classroom strategy, appreciating the shared responsibility in the learning process. However, challenges were noted concerning the timing of material distribution and vocabulary comprehension. Modifications were made, such as earlier sharing of materials and the use of simplified texts and subtitled videos, which subsequently improved student participation, confidence, and performance.
Implications: The study underscores the importance of adaptability in teaching strategies to enhance student engagement and learning outcomes. A flipped classroom approach can be valuable, particularly in contexts with technological limitations. Emphasis is placed on early material sharing, simplification of texts, incorporation of engaging tools like Kahoot to facilitate learning and comprehension, and systematic evalaution and adjustment of teaching practices based on student feedback and performance data.
Description
Keywords (free text)
flipped classroom , online education , student voice