Language, Literature and Education: Research Updates Vol. 11

In the age of digital communication and social media, teaching learners has become a challenge that is unlike ever before, especially for Gen Z. Consequently, it is essential to reconceptualise classrooms and adopt a student-centred approach to effectively engage learners in tertiary education. In this context, "flipped classroom" has recently not only garnered the interest of academicians but also offers a unique approach to teaching and learning with the potential to transform the conventional method of teaching. However, there is a dearth of research about the effectiveness of this instructional model among the arts and science students at the collegiate level. Therefore, to contribute to this line of research on the flipped classroom model of instruction, this study analyses the perspectives of the flipped classroom model and examines the impact on the learners. The population of this study consisted of 45 second-year students of the Literature programme in the Faculty of Arts, and 48 students of Computer Science in the Faculty of Science programme at Stella Maris College, Chennai. The research instruments for investigating students’ perception of flipped classrooms were a) a questionnaire, and b) analytics on the number of views of videos. Based on the findings, the flipped classroom model has shown promising results in tertiary education across various disciplines. By watching short lecture videos both self-made and MOOC and answering questions on in-video quizzes their self-efficacy improved and the instructor also found more time to engage the students actively in classroom activities. Students were positive in their perception of flipped classrooms and agreed that in-class activities improved their understanding of concepts. It was also noted that students had the flexibility to watch the videos whenever they had doubts or wished to deepen their understanding, allowing them to learn at their own convenience. Moreover, the learners experienced a positive learning environment in using the flipped classroom. In Google Classroom, the materials in the form of activities and videos provided detailed instructions. The YouTube channel created for self-made video tutorials offered the students the chance to view the content at their own pace, enhancing their understanding of the concepts.

This study adds to the literature by providing evidence on how a flipped classroom can potentially benefit students’ academic performance, leading to higher training satisfaction and deeper disciplinary understanding in challenging core courses.