Comparison between Faculty and Students’ Responses to Using Flipped Learning Methodology in Higher Education University in the United Arab Emirates
Majed Khodr, American University of Ras Al Khaimah, United Arab Emirates, ID LLCE2017-181; ABSTRACT: The aim of this study is to analyse students’ response to introduce flipped learning method in teaching at the American University of Ras Al Khaimah (AURAK), United Arab University. Questioners were developed and sent to all AURAK students via survey monkey. Since this method has been used worldwide especially in high schools we assumed 60% or more would have heard about this method and more than 50% experienced high grades. We tested these assumptions and our results indicated that they are valid and correct. Moreover, we questioned students on other advantages of using flipped learning such as improving their grades, understanding of lesson material, and utilization of class time. More than seventy-percent (70%) of students responded positively with few comments and concerns. It is concluded that flipped learning methodology can be useful for students, however instructors preferred leaving the first ten to fifteen minutes for answering students’ questions and misunderstandings before delving into problem-solving and discussion.
Keywords: flipped classroom, communication, education, creativity
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