Overview

The flipped classroom (Rodrigues & Mouraz 2015) is considered to be a popular teaching methodology in recent years in schools and higher education. The students of the 21st century demand innovative pedagogical models by using Information and Communication Technology (ICT). The flipped classroom is measured as effective teaching models for various departments of engineering students. The flipped classroom flips the traditional approach and motivates the students to actively participate in classroom activities. In the flipped classroom, the course instructors upload the learning contents in any formats like PowerPoint presentation, word, video, and audio files, etc. contents before the class lecture sessions, usually one or two days before the lecture. These online contents may also be combined with the interactive quizzes to engage the students. The students are provided with the guidelines of the flipped classroom model prior to the classroom sessions and reminded about the process so that the learners don't skip the flipped classroom sessions. The in-class lecture periods are involved with the collaborative and collaborating activities created based on the out-class subject. The flipped classroom (Anja et al. 2015) is focused on student-centered approach rather than conventional classroom teaching. The in-class face-to-face session allows the learners to collaborate with the peer or instructor and involve actively in an individual or group activity, thereby improving the learners' cognitive skills. The flipped

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