Abstract
Flipped learning and flipped classrooms have become a well-established practice in education globally. The concepts informing it were likely first proposed by Alison King in 1993 and were later developed by advocates such as Eric Mazur (1997) and Large, Platt and Treglia (2000).One of the central features of this dynamic is a shift of responsibility where learners are required to take on more out-of-class tasks and demonstrate a high degree of autonomy and self-reliance. (Chilingaryan 2017). This does not come easily to many students and non-compliance is often an issue in the flipped learning environment (Chen et al 2017, Baybayon, and Lapinid 2024 ). The purpose of this study is: to identify the frequency of student compliance with the preparatory tasks and to describe and analyze affective attitudes and behaviors in compliance. Further, it will attempt to shed light on some specific local factors which may inform students’ particular range of responses to compliance with pre-class work. The study utilized a 19-question self-administered survey given to four classes of first year students to gather quantitative data and two focus groups to derive qualitative data. The tracking facility in Blackboard was also used to generate accurate figures on student task response for comparison. Survey results show that general compliance rates across four classes were 65% to 91% and focus group responses indicated that a range of affective factors such as issues of transition, less structure, more emphasis on independence, type of school attended, and face saving were behavioral determiners.
Presenters
David DaltonSeniour Lecturer, General Education Unit, Khalifa University, Abū Z̧aby [Abu Dhabi], United Arab Emirates
