Author Information
Sana Butti Al Maktoum, Zayed University, United Arab EmiratesFatima Salem Al Mohsen, Zayed University, United Arab Emirates
Amani Mohamed, Zayed University, United Arab Emirates
Laila Mohebi, Zayed University, United Arab Emirates
Abstract
The flipped classroom model, designed to shift from lecture-based instruction to active learning, is examined in this paper via its recent adoption at a UAE higher education institute using an “imported” framework and pre-existing materials complicated by online delivery. The study examines the experiences of second-language learners (n = 12) through structured focus group discussions. Educators (n = 3) conducted 12 observations totaling 72 to 180 hours to evaluate the model’s appropriateness. Findings highlight discrepancies between the model’s theoretical foundations and its practical execution in this context, necessitating revisions to course materials, structure, and assessments to enhance inclusivity and equity for learners.
Paper Information
Conference: ECE2025Stream: Learning Experiences
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Maktoum S., Mohsen F., Mohamed A., & Mohebi L. (2025) Theory to Practice: The Impact of an “Imported” Flipped Classroom Model on Second Language Learners ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 27-37) https://doi.org/10.22492/issn.2188-1162.2025.3
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.3
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