ISSN: 2222-6990
Open access
This paper examines the implementation of the flipped classroom approach in Malaysian higher education, with a specific focus on the challenges surrounding this teaching style. The flipped classroom approach has become widely popular in the field of education, especially in higher education institutions. This strategy seeks to augment student involvement, promote faculty-student relationships, and ultimately elevate the educational experience. Widely recognized as a revolutionary approach in higher education, flipped classrooms involve delivering instructional information outside of the classroom, enabling in-class time to focus on active learning and problem-solving. This review study uses a content analysis methodology to examine previous research on flipped classrooms at Malaysian higher education institutions. These research’s publication dates range from 2014 to 2023. The initial examination indicates that the study of flipped classrooms in Malaysia is still in its early stages, and longitudinal studies are necessary to comprehensively understand the long-term consequences of this teaching method. In addition, the absence of a full synthesis of empirical results hinders stakeholders from obtaining a precise understanding of the advantages and difficulties associated with the adoption of the flipped classroom approach.
Anusia, K. & Kumar, M. (2023). Flipped Classroom Approaches in Language Teaching and Learning in Malaysia – A Meta-analytic Review. International Journal of Academic Research in Progressive Education and Development, 12(3), 367-386.
Chen, Y., Wang, Y., Kinshuk, K. & Chen, N. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers and Education, 79, 16-27.
Fong, C. M., & Hoon, N. M. (2020). A Conceptual Framework: The Integration of SQ3R in Flipped Classroom Model for Chinese Reading Comprehension. International Journal of Academic Research in Progressive Education and Development, 9(2), 421-431.
Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5(2), 124-131.
Leng, S. Y., Razak, M. S. S. A., & Sze, T. M. (2017). An Exploratory Study in Flipped Classroom. J. Sci. Nath. Lett. UPSI, 5, 52-62.
Mahmud, N. H., Mat Raus, F. A., & Karoman, N. F. A. (2023). Students’ Attitude of Flipped Classroom Model in Online Learning Classrooms. ESTEEM Journal of Social Sciences and Humanities, 7(2), 206-221. Nadarajan, K., Abdullah, A.H., Alhassora, N.S.A., Ibrahim, N.H., Surif, J., Ali, D.F., Zaid, N.M., & Hamzah, M.H. (2023). The Effectiveness of a Technology-Based Isometrical Transformation Flipped Classroom Learning Strategy in Improving Students’ Higher Order Thinking Skills. IEEE Education Society Section, 11, 4155-4172.
Osman, S. Z. M., Jamaludin, R. & Mokhtar, N. E. (2014). Flipped Classroom and Traditional Classroom: Lecturer and Student Perceptions between Two Learning Cultures, a Case Study at Malaysian Polytechnic. International Education Research, 2(4), pp 16-25.
Rahman, A. A., Yunus, M. M., & Hashim, H. (2019a). An Overview of Flipped Learning Studies in Malaysia. Arab World English Journal, 10(4), 194-203.
Rahman, S. T. A., Yunus, M. M., & Hashim, H. (2019b). Flipped Learning in Malaysia. International Journal of Innovation, Creativity and Change, 5(6), 1-13.
Tan, C. S., Zakuan, N., & Aziz, M. I. A. (2022). Recent Trends of Blended Learning and Flipped Classroom in Malaysia. Arab World English Journal, 2nd Special Issue on Covid 19 Challenges, 290-301.
Zainuddin, Z., & Attaran, M. (2016). Malaysian students’ perceptions of flipped classroom: a case study. Innovations in Education and Teaching International, 53(6), 660–670.
Zainuddin, Z., & Perera, C. J. (2019). Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model. Journal of Further and Higher Education, 43(1), 115-126.
(Juhary, 2024)
Juhary, J. binti. (2024). Flipped Classrooms and their Implementation in Malaysian Institutes of Higher Learning. International Journal of Academic Research in Business and Social Sciences, 14(8), 329–336.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode