Abstract:
Flipped Learning is a pedagogical approach where instructor guides students to apply
concepts and participate creatively in the subject matter through the use of ipped
learning, a pedagogical approach that takes place in a dynamic and interactive learning
environment. Flipped learning refers to a teaching method where students rst study
the topic on their own before speaking with the instructor. The purpose of this study is
to assess how well the ipped classroom paradigm works for higher education students
who are learning in both face-to-face and online environments. This study analyzed
students’ and teachers’ perceptions of the ipped classroom learning method in a hybrid
mode of learning using educational technology (Google Classroom, MS Teams, Zoom,
and Skype). During the COVID-19 epidemic, these platforms were used for online
discussions, task submission, and the transmission of course materials. A Google Form
used for an online survey that included questions on the scale and paragraph types
yielded quantitative data. The ndings of the survey were examined to determine how
students and teachers perceived the eectiveness of ipped learning and various facets
of the hybrid form of instruction. The outcomes demonstrated that both students and
teachers responded favourably to the usage of ipped learning in hybrid mode since it
can be tailored to the level of each person’s aptitude for really grasping the content,
enhancing engagement, using technology, the impact of staying at home and Students
managed their learning activities, during online discussion and enhancing Learning. The
ndings demonstrated that both approaches had a positive eect on the teachers’ and
students’ learning motivation, attitudes, engagement, interaction, use of technology,
managed work and learning, teamwork, and general satisfaction. According to these
results, instructional strategies can make it easier to impart theoretical information
both during regular classes and emergencies (like the COVID-19 pandemic).
