The Future of Education

Edition 14

Accepted Abstracts

Flipped Classroom in higher education in Albania; what do students think?

Merita Hoxha, Aleksandër Xhuvani University (Albania)


Flipped Classrooms in higher education has changed the dynamics of the auditoriums. Students are no longer passive learners, they develop higher order thinking skills by practicing in activities in class which lead to metacognition associated with deep learning. Although a relatively new teaching approach, it is being widely embraced and according to research has resulted highly effective. This paper aims to highlight insights from 91 graduate students of two universities in Albania who are using Flipped Classroom. The results of the questionnaire used in this mixed method study suggest that 77.7% of the students prefer Flipped Classroom over traditional classes as it encourages interaction, inclusion, collaboration and tolerance. Students’ reflection on the advantages of flipped classroom indicate that it allows them to express themselves freely, helps in building self-confidence and is a very effective combination of autonomous learning and collaborative learning. As they are becoming teachers of English, students consider Flipped Classroom as an effective inclusion strategy to use in the future. The need for authentic videos and advanced technology, wider usage of this method at university level and trainings on how to apply Flipped Classrooms in the future are some of the suggestions that students have for further improvement.

Keywords Flipped classroom, higher education, methodology, teaching

[1] Boevé, A. J., Meijer, R. R., Bosker, R. J., Vugteveen, J., Hoekstra, R., & Albers, C. J. (2017). Implementing the flipped classroom: an exploration of study behaviour and student performance. Higher Education, 74(6), 1015–1032.
[2] Gökçe Kurt. (2017). Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey. Journal of Educational Technology & Society, 20(1), 211–221.
[3] Lin, C.-J., & Hwang, G.-J. (2018). A Learning Analytics Approach to Investigating Factors Affecting EFL Students’ Oral Performance in a Flipped Classroom. Journal of Educational Technology & Society, 21(2), 205–219.
[4] Mazur. E. (2014). Peer instruction for active learning.


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