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Nov 22, 2023
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Dec 13, 2023
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Abstract
Because of traditional classroom approach, lacking of engagement in classroom of honors level students under National University, Bangladesh is a very common scenario. So that, a large percentage of college graduates are found to be unemployed. The aim of this study is to find out possible solution of this instructional issue. Flipped classroom approach is a fruitful teaching strategy to deal with the problem. Flipped classroom method enhances students’ engagement in class. Students found pleasure and satisfaction to learn a new thing in a flipped classroom. Their class performance and attendance rate increased.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Shakil, M. S. Z. (2023). Implementing Flipped Classroom to Enhance Students’ Engagement in College level under National University Bangladesh . Basic and Applied Education Research Journal, 4(2), 62-69. https://doi.org/10.11594/baerj.04.02.04
References
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Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British educational research journal, 40(1), 18-29.
Black, G. (2002). A Comparison of Traditional, Online and Hybrid Methods of Course De-livery. Journal of Business Administration Online. Arkansas Tech University. Spring 2002, Vol. 1 No. 1 (https://www.atu.edu/business/jbao/spring2002/black.pdf)
Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). "The impact of teaching strategies on in-trinsic motivation." Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. p. 294.
Boyraz, S. (2014). İngilizceöğretimindeter-sineeğitimuygulamasınındeğer-lendirilmesi. YüksekLisansTezi, AfyonKocatepeÜniversitesi, SosyalBilim-lerEnstitüsü, EğitimBilimleriAnabilim Dalı, Afyonkarahisar. In
Divico, T. (2020) The Objectives of Classroom Management. (https://classroom.synonym.com/elementary-students-become-accountable-doing-work-5767.html)
Durak, G., Çankaya, S., Yünkül, E., &Öztürk G. (2017). The Effects of a Social Learning Network on Students’ Performances and Attitudes. European Journal of Education Studies, 3(3), 312-333.
Jaebi, IAM (2017), Disadvantages of Tradition-al Classroom Training. (https://classroom.synonym.com/disadvantages-traditional-classroom-training-7866705.html)
Minhaj, M. Chowdhury,T.T.,Adib A, Ziauddin M. Nasrullah, Md. TaimoorIbn Bashar, RaisulAkram. (2021). Tracer Study on Graduates of Tertiary-Level Colleg-es.Final Report. Bangladesh Institute of Development Studies (BIDS) to College Education Development Project (CEDP), National University, Ministry of Educa-tion June 30, 2021.
Newmann, F. (1992). Student Engagement and Achievement in American Secondary Schools. Teachers College Press. pp. 2–3.
Ocak, G. (2013). YöntemveTeknikler. G. Ocak (Dü.) içinde, ÖğretimİlkeveYöntemleri (s. 253-358). Ankara: PegemAkademi. In:
Schlechty, P. (1994). "Increasing Student En-gagement." Missouri Leadership Acade-my. p. 5.
Sırakaya, D. A. (2015). TersyüzSınıfModelini-nAkademikBaşarı, Öz-YönetimliÖğrenmeHazırbulu-nuşluğuveMotivasyonÜzerineEtkisi. DoktoraTezi, GaziÜniversitesi, Eğitim-BilimleriEnstitüsü, Bilgisa-yarveÖğretimTeknolojileriEğitimi Ana Bi-lim Dalı, Ankara. In
Urfa, M. (2018). Flipped Classroom Model and Practical Suggestions. Journal of Educa-tional Technology & Online Learning, 1(1), 47-59. (https://www.researchgate.net/publication/325829534_Flipped_Classroom_Model_and_Practical_Suggestions)
Vescio, V., Ross, D., & Adams, A. (2008). A re-view of research on the impact of profes-sional learning communities on teaching practice and student learning. Teaching and teacher education, 24(1), 80-91.
WB. (2019).Graduate Employability of Affiliat-ed Colleges New Evidence from Bangla-desh.March 2019.Report number: Report No: AUS0000633.Affiliation: World Bank
Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British educational research journal, 40(1), 18-29.