The Use of Flipped Classrooms in a Higher Education Setting: Students’ Perspectives

Lee Kok Yueh, David Hassell

Research output: Contribution to journalArticlepeer-review


This study investigates students’ perceptions and attitudes toward the use of flipped classrooms in a higher education institution in Brunei. Twenty-four first-year students undertaking a module titled, Professional Communication, took part in the flipped classroom exercise. Three flipped classroom sessions were conducted over 14 weeks. All students had to study the course materials and do research prior to the classes. A pre-questionnaire was administered at the start of the semester to investigate students’ knowledge of flipped classrooms. Three post-questionnaires were subsequently delivered after each exercise to investigate the students’ experiences with the flipped classroom. Prior to the exercise, none of the students had an accurate understanding of the flipped classroom. All students have used various means of online learning resources although they were somewhat indifferent towards the use of technology as part of their learning. The findings showed that most students expressed positive attitudes towards flipped classrooms as they encouraged collaboration and motivation, and allowed students to learn at their own pace, promoting independent learning. Whilst it is conclusive that students found the flipped classroom approach favourable in the present study, the results indicate that it may not be suitable for all learning styles or subjects in higher education and its effective use is dependent upon students’ learning attitudes and course content.

Original languageEnglish
Pages (from-to)120-138
Number of pages19
Issue number4
Publication statusPublished - 2022


  • flipped classroom
  • higher education
  • students’ attitudes
  • students’ perspectives
  • teaching and learning

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications


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