Assessing the effects of flipped classroom at the Tunisian university

• Autor(a) principal: Ben Kahla, Karim
• Data de Publicação: 2021
• Outros Autores: Khanchel, Hanen
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Independent Journal of Management & Production
• Texto Completo: http://www.ijmp.jor.br/index.php/ijmp/article/view/1401
• topic: lipped classroom; e-learning; cognitive overload; University; Tunisia

At the beginning of 2020, e-learning was not yet valued in the culture of Tunisian university. However, the COVID-19 Pandemic was the cause of the accelerated deployment of e-learning-related devices. Moreover, it seems that the context of health crisis experienced in the world and particularly in Tunisia represents a factor pushing Tunisian university to reduce, or even eliminate, face-to-face courses for precautionary measures. This is likely to allow students to improve their knowledge, especially for those who require great concentration and time for reflection. The paper shows a very different approach with an analysis of the students’ difficulties by focusing on the mistakes made in solving the problems in the case study. The study makes an original contribution to knowledge. It breaks new intellectual ground. Indeed, flipped learning in particular seems to affect students on a psychological level, making them more engaged, more motivated, and better able to self-regulate. This is the intuition of many flipped learning instructors, but intuition is just a hypothesis. Nevertheless, the results indicate that there is a gap as regards the flipped classroom approach.