Students’ engagement in a flip learning approach is a strategic partnership for effectual technological based classroom environments. The implementation of the approach on today’s digital natives at universities whom life is seamlessly integrated with digital devices, has made it challenging to confine their engagement within a classroom setting. To add, an effective execution of such strategic environments were not simple, and the dearth of relevant empirical evidences were not surprising. Hence, there is much need to explore and empirically prove the effectiveness of flipped learning approach in fostering students’ engagement in an ESL context. This paper aims to determine the required students’ engagement constructs in developing a framework for flipped learning in an ESL environment. The engagement was defined via three constructs i.e. the ‘Progressive Networking Activities’ (NA), ‘Engaging & Effective Learning Experiences’ (LE), and Diversified Seamless Learning Platforms (LP) based on Chen et al. (2014) findings. The study utilized Fuzzy Delphi method to gather and analyze viewpoints of 18 experts from the relevant fields. An online questionnaire was developed to gather the experts’ agreement towards the three constructs with a total of 26 items respectively. Only one of the items were excluded; concluding the framework with 25 items. Interestingly, the agreed constructs had much in common with the latter findings, but the items were now more refined for a strategic flipped learning framework that emphasizes on students’ engagement.
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In-Text Citation: (Ali, Yunus, Hashim, Hidayat, & Zaman, 2019)
To Cite this Article: Ali, M. M. A., Yunus, M. M., Hashim, H., Hidayat, W., & Zaman, M. S. (2019). Experts’ Agreement towards Student Engagement Constructs For a Strategic Development of a Flipped Learning Framework for ESL Context. International Journal of Academic Research Business and Social Sciences, 9(3), 1413–1421.
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