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.
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(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), 330–337.
Copyright: © 2024 The Author(s)
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