IMPLEMENTATION OF FLIPPED LEARNING IN A TERTIARY-LEVEL COURSE: A QUALITATIVE CASE STUDY

Abstract

Flipped learning is a pedagogical approach that has gained increasing attention in recent years, particularly in the context of tertiary education. This study aimed to investigate the implementation of the flipped classroom model in a tertiary-level course with 27 students, and to examine their attitudes and perceptions towards this approach. The research utilized qualitative methods, including interviews with the teacher and students, and document analysis, to gather data about the implementation of flipped learning. The findings suggest that flipped learning is a valuable approach in tertiary education, with students responding positively to its engaging, active and beneficial learning environment. The students perceived a range of benefits, including improved language and subject knowledge, enhanced self-directed learning, and the development of critical thinking and presentation skills. The study recommends enhancing the flipped learning experience by providing ample references in advance, mandating pre- and post-class tasks, creating engaging and interactive tasks during class, and using positive reinforcement such as checking and bonus scores. Addressing potential issues, such as student motivation and language proficiency limitations, can be achieved through interventions such as providing information technology tools for language support.The findings of this study highlight the potential of the flipped classroom model to enhance learning outcomes, promote learner autonomy, and foster soft skill development in tertiary education.