Exploratory evaluation of undergraduate students’ engagement in online mode of Flipped Classroom
DOI:
https://doi.org/10.21703/0718-5162202202102147007Abstract
The Flipped Classroom methodology has been increasingly adopted in higher education to address the challenges of remote education as well as improve student outcomes in pandemic contexts. However, empirical evidence on the relationship between the flipped classroom and student engagement is still limited and inconsistent. This study assessed the outcomes of the implementation of the Inverted Classroom methodology on student engagement from the perspective of fourth-year university students. Data from a pre- and post-survey conducted as part of a community psychology course were compared using a comparative research design. The major findings show that students reduced their use of cloud-based platforms and valued the use of ICTs and peer collaboration. Directions for future research on the use of certain digital resources in the training of students and on teachers' influence on student participation are suggested.
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