Flipped learning: facilitating student engagement through repeated instruction and direct feedback

Abstract

Flipped Learning is an alternative model for an online learning which combines asynchronous video lectures and synchronous practice problems. The purpose of this study was to investigate the effect of Flipped Learning through Repeated Instruction and Direct Feedback on the students’ behavioural, cognitive, and emotional engagement. A qualitative and quantitative approach was conducted in two groups with 26 students in which one group used flipped learning. Data were gathered from the questionnaire, semi-structure interviews and the teacher’s observations on how the students engaged in the learning English. Findings demonstrate that student engagement on the flipped learning class are generally positive overall than those in the non-flipped class. Flipped learning group produced higher quality, positive collaboration between student lecturers, increasing interest in learning, active participation in learning and strengthening relationships between students and lecturers in online learning. Thus, Flipped Learning integrated with repeated instruction and direct feedback can be a solution of a passive learning experience in a traditional teacher-centred approach as it seems to be effective in improving student engagement.

Keywords

• Flipped learning
• Students Engagement
• Repeated Instruction
• Direct Feedback
• Behavioral Engagement
• Cognitive Engagement