Higher completion of preparatory work and being more

Higher education institutions
are facing increased scrutiny to improve student learning and demonstrate
programme effectiveness. Student engagement, one of the primary components of
effective teaching, is critical for learning (O’Flaherty and Philips, 2015). In
recent years, many instructors have moved away from a sole diet of traditional
lecture, with the occasional short-answer question to the class in which
students listen, repeat, and occasionally apply, toward a modified menu of
pedagogical platforms in which, much of the time, students are active
participants in the learning process. This include blended learning; where
students may receive a combination of traditional face to face (F2F)
instruction in class and are also required to complete activities outside of
the class, facilitated through a range of technological resources. This has
promoted the rise of the flipped classroom or inverted classroom (Lage and
Platt, 2000).


The flipped
classroom is an innovative pedagogical approach that focuses on
learner-centered instruction (Gilboy et al., 2015). This approach suggests that
multimedia lectures be recorded so that students can view them out of class and
at their own pace (homework). This asynchronous approach frees up in class time
for student centred synchronous learning activities. Each student is
responsible for coming to class with a basic understanding of the material, so
that she or he can fully participate and engage in class discussion. Content
acquisition then is self-paced and self-guided, enabling students to control
when and how much content they view. This fosters student ownership of learning
through the completion of preparatory work and being more interactive during
actual class time. Instructors will guide students to the content, challenge
students to think creatively, and provide expert insight and feedback.


The flipped learning
approach is significant as it has the potential to fully equip students, and
those already in the work force, with skills to address 21st Century science
discipline-related problems. Therefore, this study aimed to examine students’ satisfaction
and engagement and to enhance teaching and learning experiences through
interactive teaching and learning process based on flipped classroom approach.