A flipped instructional design as an online pedagogy enabling student learning in an ODeL course

Abstract

The growing body of literature is reporting positive results when it comes to flipped learning, which across disciplines and contexts involves student-centered, technology-integrated teaching. Capitalized this paper seeks to examine the impact of the flipped instructional design (FID) as an online pedagogy on students' learning. This paper employed a pragmatic approach, an explanatory mixed-methods design. This paper concluded that the flipped instructional design does engage student learning and empowers them in terms of modeling to teach during the course. Undeniably, this scholarly endeavor revealed that benefits outweighed drawbacks regarding the functionality, usefulness, personalized learning outcomes, freeing up time, collaboration, and active participation towards self-directed learning. The flipped instructional design strategy was used as reliable, relevant, and appropriate to search scholarly works systematically, but more research needs to be conducted for an ODeL environment.