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American Journal of Educational Research. 2016, 4(12), 868-871
DOI: 10.12691/EDUCATION-4-12-3
Original Research

Education Students’ Responses to Flipped Learning Methodology in the Lebanese University

Evelyne Girgis1, , Majed Khodr2 and Lee Waller3

1Faculty of Education, Lebanese University, Rawda, Lebanon

2School of Engineering, American University of Ras Al Khaimah, Ras Al Khaimah, United Arab Emirates

3School of Arts & Sciences, American University of Ras Al Khaimah, Ras Al Khaimah, United Arab Emirates

Pub. Date: July 26, 2016

Cite this paper

Evelyne Girgis, Majed Khodr and Lee Waller. Education Students’ Responses to Flipped Learning Methodology in the Lebanese University. American Journal of Educational Research. 2016; 4(12):868-871. doi: 10.12691/EDUCATION-4-12-3

Abstract

The aim of this research was to test and analyse student responses to the introduction of the flipped learning methodology at the Faculty of Education in the Lebanese University, to identify potential relationships between the responses and to determine underlying factors guiding the responses. A survey questionnaire was developed by a team of faculty and sent to students via an online survey software. The analysis employed dimension reduction techniques to ascertain underlying factors guiding responses. The two major factors identified were student engagement and course flexibility of the flipped classroom approach. The research concluded that the flipped learning methodology can be useful for improving learning and holds the potential to more adequately engage today’s learners.

Keywords

flipped, classroom, communication, education, creativity, Lebanon

Copyright

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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