The Application of Flipped Classroom in Teaching University Students: A Case Study From Vietnam

Introduction

The face of education in the 21st century has witnessed a major paradigm shift, moving away from the traditional classroom based face-to-face teaching environment to a more technology-based learning environment. The traditional classroom-based teaching-learning methods have been practiced ever since the presence of the school education system. They represent the basic and predominant teaching-learning practices carried out by certain units of knowledge called ‘lessons’ delivered in a classroom setting with students as receptors of knowledge and the teacher as the main knowledge provider. It creates conditions for teachers to apply their teaching methods to provide the class with relatively large amount of knowledge in a short time. There are supporting sources from the internet such as forums, social networks, but in traditional classrooms, there is a lack of connection among learners, instant help, personalization and profound experience. With this learning form, it is hard for teachers to apply the methods enabling students to learn actively, creatively and positively and have more experiences. In addition, learners often acquire knowledge passively, so the acquired knowledge does not last long and it is difficult to develop core competences meeting the requirements of the 21st century.

The objective of the research presented in this paper is to assess student engagement with and attitudes towards the use of a flipped classroom teaching approach and associated resources in The University of Danang was carried out with the Unit “PushDown Automata” in the module “Theory of Computation”. The purpose of this paper is to evaluate the effectiveness of flipped classroom approach in improving student engagement and to enhance student learning.