The Impact of the Remote Flipped Learning Approach on Perceptions of Learning and Students’ Engagement during COVID-19: A Mixed Method Case Study Research of an Undergraduate Pharmacy Course in a private UAE university

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The British University in Dubai (BUiD)
The objective of this Mixed-Method Case Study Research (MMCSR) was to investigate and analyze student's engagement, and the perception of the learning experience in the Remote Flipped Classroom (RFC), from the perspectives of the students and the instructor. The study was focused on an undergraduate pharmacy course taught through the RFC approach in a private UAE university. The study utilized Reeve’s Learning Engagement Scale (LES) Questionnaire as the quantitative tool to analyze the student's overall engagement across Behavioral, Emotional, Cognitive, and Agentic constructs. The students' and the instructor’s perceptions of learning in the RFC were collected through semi-structured interviews. The data was collected from 18 participants in total. For the quantitative results, descriptive statistics were employed, while analysis of the qualitative data was completed through Thematic Analysis. The findings of this study revealed an overall positive learning engagement for the identified engagement constructs, and positive student perception of the RFC approach, with Flexibility, Deep Learning, Autonomy, and Agency as the major themes emerging from the qualitative analysis. Findings from the instructor also indicated a positive perception of the RFC approach, with Interaction and Feedback, Assessment of Learner Understanding, Class Preparedness and Experience with Educational Technology resources as the themes emerging from the qualitative analysis.
flipped learning, flipped classrooms, remote flipped learning, student engagement constructs, behavioral engagement, emotional engagement, cognitive engagement, agentic engagement, United Arab Emirates (UAE)