Undergraduate Students’ Perceptions of the Role of Flipped Learning in Addressing Challenges at English-Medium Programs

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Abstract

To explore the potential role of flipped learning, the study draws on both qualitative and quantitative data of a questionnaire including open-ended and closed-ended survey items with 125 participants at 12 departments of a private university in Turkey. Thematic analysis revealed that the participants believed that flipped learning provided them with opportunities in four areas: 1) pre-viewing with the content, 2) following the content, 3) understanding the content, 4) consolidating and revising the content. The participants’ suggestions on how to make flipped learning more effective point to strong demand for high quality course content characterized by relevant materials and preparatory school placement according to academic disciplines. The study offers important insights into the implementation of flipped learning in EMI contexts.

Authors

• Sukru Nural, MEF University

• Dogan Yuksel, The Open University