Students' perception of flipped classroom: a case study for private universities in Jordan
This study examined the male and female students’ perceptions of flipped learning system, taking four private universities in the Northern Province in Jordan as the sample of study. Flipped classroom, as an innovative strategy used in higher education, suits the demands of students at a university l...
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| Formato: | artículo |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/172295 |
| Acesso em linha: | https://hdl.handle.net/2117/172295 https://dx.doi.org/10.3926/jotse.648 |
| Access Level: | acceso abierto |
| Palavra-chave: | Flipped classrooms Active learning Educational innovations Flipped classroom Perception Private universities Jordan Aprenentatge actiu Ensenyament -- Innovacions Aprenentatge -- Ensenyament universitari Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents |
| Resumo: | This study examined the male and female students’ perceptions of flipped learning system, taking four private universities in the Northern Province in Jordan as the sample of study. Flipped classroom, as an innovative strategy used in higher education, suits the demands of students at a university level, developing their critical thinking and problem-solving skills. A descriptive approach is implemented in order to stem out the analysis of data collected. Besides, the main contribution of this study is characterized here by positioning the survey of flipped classroom in Jordanian universities which finally can be consider as a new innovation in preliminary stage. The current study showed that the students’ perceptions of flipped classroom in the Jordanian private universities were high. This study recommended the necessity of using flipped learning technique at universities in Jordan due to its efficiency in developing students’ understanding of the curriculum and in motivating them to become active rather than passive participants in the classroom |
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