Abstract:
Experimental teaching and learning method have been consistently demonstrated to achieve better outcomes than traditional lecture based technique. Unfortunately, in the universities in Bangladesh especially private university sector, it seems falling and running behind on effective and efficient teaching methods for students. Nowadays flipping the classroom has transformed teaching practices. With the rise of technology use in classrooms, many professors are open to structuring their classrooms in innovative ways. The flip classroom (or inverted classroom) is one such innovative classroom structure that moves the lecture outside the classroom via technology and moves homework and practice with concepts inside the classroom via learning activities. In traditional classroom teaching, only the best students raise their hands first and participate. At the same time, rest of the classroom passively participates. But flipped classrooms ensure the role of faculties and students. Faculties move around the classroom who struggle most. Again, in the current social, political situations which obstruct traditional classrooms, flip classroom might aid in the excellence on higher education especially on the subjects of science and technology. This research describes the findings of the comparison between flip class and traditional class delivery method in a course taught in a private university in Bangladesh; a discussion of the activities engaged by students, an explanation that how flip classroom helps them to improve their tasks for that course, a description of data collection and finally the impacts to excel learning through flip class rather than their traditional class.
