Abstract

The aim of this study was to analyse student responses to the introduction of flipped learning methodology at an institution of higher education in the northern region of the United Arab Emirates to identify potential relationships between and among the responses and to determine underlying factors guiding the responses. A survey questionnaire was developed by a team of faculty and sent to students via online survey software. The analysis employed dimension reduction techniques to ascertain underlying factors guiding responses. Two major factors were identified: (1) the focus on educational benefits of the methodology and (2) the instructional relevance of the flipped classroom approach. The study concluded that flipped learning methodology can be useful for improving learning and holds the potential to more adequately engage today’s learners. 

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