Faculty and Students’ Responses to using Flipped Learning at the American University of Ras Al Khaimah in the United Arab Emirates
The aim of this study is to analyse faculty and engineering students’ response to introduce flipped learning method in teaching at the American University of Ras Al Khaimah (AURAK), United Arab University. Questioners were developed to test two hypothesis and sent to all AURAK faculty and engineering students via survey monkey and our results indicated that they are valid and correct. We questioned students’ advantages of using flipped learning and questioned faculty if this method will improve students’ performance, program learning outcomes, course learning outcomes, and their need for training sessions. More than seventy-percent (70%) of students responded positively with few comments and concerns while faculty positive responses were in the lower 50%,which indicates a gap between both of them that needs to be addressed. It is concluded that flipped learning methodology is useful for students and faculty need to attend training and examine this methodology as a mean of engaging engineering students at a higher level to strengthen their problem-solving skills and foster creative thinking.
Keywords - Flipped Classroom, Communication, Education, Creativity