Engineering students' perceptions of flipped learning: Benefits, challenges and recommendations

This research investigates engineering students' perceptions of flipped learning at American University of Sharjah (AUS). Two undergraduate and three graduate engineering classes were involved in this study. A mixed method design is utilized involving the collection and analysis of quantitative and qualitative data. The Revised Community of Inquiry framework (RCOI) was adopted to assess students' perceptions of their learning experience. Further, open-ended questions were adopted to get additional insight into the students' perceptions. In this paper, a discussion of the preliminary data analysis of how the students perceive the flipped learning environment will be shared. The results indicate benefits, challenges and enhancements to be considered in the course design as instructors decide whether or not to flip their classrooms.