Teachers' perceptions on the impact of flipped learning on student learning and teacher's role in Jordanian Schools

Abstract

The current study investigated Jordanian teachers' perception on the impact of flipped learning on students' learning, teachers' role, and challenges facing its implementation. Teachers' perceptions were investigated in respect to their sex, experience, and teaching subjects. Participant in the study were all the (126) teachers who had already implemented flipped learning and they were considered innovative in their schools as they were the first to implement flipped learning in their teaching practices in Amman, the capital of Jordan. All participants filled teachers' perception on flipped learning questionnaire, which consisted of (37) items in three dimensions: flipped learning's impact on students' learning, teacher's role, and challenges to its implementation. The study was conducted during the second semester of the academic year 2018/2019. Means, standard deviations, MANOVA, and Scheffe's test were used to answer the research questions. The results of the study showed teachers' overall positive attitude toward flipped learning model believing that it improves student learning and transforms teachers' role. Additionally, the results showed that female teachers had stronger views that flipped learning improves students' learning, transforms teachers roles in the classroom, and faces challenges.