DEVELOPMENT OF FLIPPED-CLASSROOM FOR WORK INTEGRATED LEARNING IN THE NEW NORMAL

Abstract

The purposes of this research were: 1) To study the models of Flipped-Classroom; and 2) To analyze factors affecting the learning in flipped-classroom for Work Integrated Learning (WIL) and to compare opinions of students from four different faculties on the factors found. A mixed methods study was chosen as the design for this research with a combination and integration of qualitative and quantitative methods in the same study. While a research sample was taken from 59 undergraduate students who have completed Cooperative Education Internship Course in Academic Year 2019, the research instrument was a questionnaire asking for feedbacks on teaching and learning upon completion of their Cooperative Education Internship. The data were analyzed using Analysis of Variance (ANOVA) with a confidence level of 95%. The results revealed that: 1) The Flipped Learning Model comprised two parts: Part one was Online Learning which constituted preparatory phase, online learning management, and evaluation phase. In this part, instructors had to prepare all online lessons on selected media beforehand whereby there was a need to engage the use of technologies into online learning activities, with all lessons and activities being tested, reviewed and trained by instructors prior to each online instructional delivery. Part two was Classroom Learning, regarding factors affecting the learning in flipped-classroom for Work Integrated Learning (WIL), students from all faculties had no different opinions in that technology was a factor with the greatest effect, followed by instructors and grouping of learners, respectively. The contribute of this study was the “Flipped-Classroom for Work Integrated Learning Model”.