Flipped Classroom Versus Traditional Teaching and Learning from Students’ Perspective at Interdisciplinary Level, Case: Middlesex University Mauritius

Abstract

This study analyses students’ perspective on flipped versus face-to-face classroom, at interdisciplinary level in Middlesex University Mauritius. A sample of students from Advertising, Public Relations and Media (APRM) and Business Management (BM) programme were targeted. Students, from both programmes, attended a flipped lecture. After watching the inverted online lectures, volunteered students were invited to participate in an online survey. There was a comparison on students’ preferences between traditional face-to-face lectures in both programmes. The main findings concluded that respondents agreed that the ability to access flipped lectures anywhere and at their convenient time was beneficial. However, most of them preferred traditional method because of the direct interaction with the lecturer (66.7% from APRM; 50% from BM students). As flipped classroom is a new pedagogical method, there were flip resisters. This research contributes to existing literature in flipped pedagogical model. Future research may address how to encourage the latter to adopt flipped classroom in regions where it is newly introduced.

Keywords: Flipped classroom; Traditional lectures; Student feedback; Pedagogical models; Higher education