A CASE STUDY OF FLIPPED INSTRUCTION IN HIGHER EDUCATION: STUDENT ENGAGEMENT AND ACHIEVEMENT
DOI:
https://doi.org/10.5281/zenodo.20342946Keywords:
flipped classroom, higher education, student engagement, academic achievement, active learning, digital pedagogy.Abstract
In this article, the pedagogical and practical implications of flipped instruction in higher education are examined. The study explores how the reorganization of instructional time—where students engage with lecture materials outside the classroom and participate in active learning during class—affects student engagement and academic achievement. Furthermore, the article analyzes the role of digital technologies, learner autonomy, and collaborative practices within the flipped model and evaluates its effectiveness across different academic contexts.References
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Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE Conference Proceedings.
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Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation, and task orientation. Learning Environments Research.
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom. Higher Education Research & Development.
O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education.
Tucker, B. (2012). The flipped classroom. Education Next.
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