Students' perception and performance of flipped learning in higher education

Abstract EN

The purpose of this study was to determine the perception and performance of foreign language students at the University of Jordan during a course on word formation and collocation where flipped classroom learning was applied.

Flipping classroom is in contrast to a traditional class, where the students are responsible for reading the assigned readings and watching the assigned videos before the class, and the class time is used for practical tasks and thoughtful discussions.

During this study, data were collected using quantitative and qualitative methods; a feedback questionnaire, course log data and an interview were used to study the perception of the students and teacher on flipped classroom.

The results of the analysis conducted on word formation and collocation course were appreciated, students react positively to general elements of flipped classroom learning.

In conclusion, both teacher and students believe that flipped classroom learning has a positive effect on learning effectiveness.

However, they expressed that they are facing a few challenges during this course.