Enhancing the Design of Flipped Learning Strategies in Higher Education

Flipped learning is also called flipped classroom. This strategy is used in all educational subjects and at all education levels. The aims of this research are to recognize teaching-learning activities, identify the lecturers’ strategies, and find out the challenges perceived by the lecturers in using flipped learning in higher education. This qualitative research used semi-structured interviews to find the result, and the participants were five English language education lecturers at UIN Ar-Raniry Banda Aceh who have been teaching the students using flipped learning strategies. The results of this research were transcribed and analyzed using thematic analysis to find the objectives. The result showed that the teaching-learning activities using flipped learning in higher education were grouped into three parts. The parts were pre-class, in-class, and post-class. In addition, there were four strategies used by the lecturers: understanding the content, eliciting students’ responses, following-up activities, and encouraging interpersonal communication. Furthermore, there were three challenges perceived by the lecturers: a lack of resources, a lack of students’ discipline, and a lack of learning facilities.