期刊名称：International Journal of Academic Research in Business and Social Sciences
电子版ISSN：2222-6990
出版年度：2019
卷号：9
期号：3
页码：1423-1431
DOI：10.6007/IJARBSS/v9-i3/5806
语种：English
出版社：Human Resource Management Academic Research Society
摘要：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.
