ASSESSING FACTORS ON FLIPPED CLASSROOM PRACTICE: A CONCEPTUAL FRAMEWORK

Abstract

Recently, lecturers have been required by the educational system to use more blended learning and to encourage students to learn more independently rather than through more conventional teaching and learning techniques. In the flipped classroom, a novel method of instruction and learning, students watch a video lesson via distance learning outside of class and engage in practical activities in that same class. The purpose of this study was to investigate whether three independent variables which are student motivation, student-content interaction, and students’ engagement in the practice of flipped classrooms. Literature and previous study will develop a conceptual framework. This approach is an asynchronous learning time for students to continue their learning and communicate with their respective lecturers outside of the classroom. The research will concentrate on the second type of blended learning used at UiTM Campus Kota Bharu. The study will employ the descriptive research method and will be carried out at higher learning institutions that participated in online distance learning during Covid 19. The data was sampled using simple random sampling. This study's population focuses on students enrolled at UiTM Campus Kota Bharu. The results could provide some opportunities and flexibilities to teachers or facilitators to diversify teaching methods and make learning methods interesting and fun for students