Can the flipped classroom be used as a reiterative method to promote learners’ learning engagement?

Abstract

In recent years, the flipped classroom model has gained significant attention in tertiary education for its potential to transform conventional teaching methods. Despite growing interest, research on its effectiveness remains limited. This study contributes to the existing literature by investigating student perceptions and the pedagogical impact of the flipped classroom model. Data were collected through two primary instruments: (a) student questionnaires and (b) analytics on video views. Findings indicate that students held a positive perception of the flipped model, reporting that in-class activities enhanced their conceptual understanding. The flexibility to revisit video content at their convenience enabled self-paced learning and better comprehension. Materials were shared via Google Classroom, and self-produced tutorial videos were made available on YouTube, offering clear instructions and reinforcing independent learning. Across disciplines, the flipped model showed promising outcomes. Students engaged with both self-made and MOOC-based videos, participated in in-video quizzes, and demonstrated improved self-efficacy. Instructors also benefitted from increased classroom time for interactive, activity-based learning. The study involved 45 second-year Literature students from the Faculty of Arts and 48 Computer Science students from the Faculty of Science at Stella Maris College, Chennai. Overall, the flipped classroom approach positively influenced student engagement, academic performance, and satisfaction in core disciplinary courses.