Students' perceptions of flipped classrooms, gender, and country difference

Abstract

Information technology and the Internet has enabled faculty and educational institutions to implement new teaching methods to enrich the educational environment. The flipped classroom (FC) method changed the teaching practices and encouraged active learning. Using pre-class videos made the class time available for active discussions. This study utilized two samples to compare student perceptions on the challenges and benefits of such a method. The first sample included 200 students from a leading university in one of the Gulf Region countries, and the second sample included 114 students in Jordan. Results indicated a domination of higher means for the Jordanian sample, and the for males sample. Results partially supported the model for the Gulf university students and overall sample, but fully for the Jordanian sample. The strongest predictor of FC was perceived enjoyment and the weakest predictor was relative advantage. More results and discussion are reported at the end.