Harnessing flipped learning and GenAI for active engagement in higher education

Abstract

This study investigates the impact of the Flipped Learning and Teaching Initiative (FLTI) at The Hong Kong Polytechnic University, focusing on student engagement, satisfaction, and academic performance. By contrasting flipped classroom approaches with traditional teaching methods, the research reveals that students in flipped courses reported higher mean grades and greater engagement levels. Additionally, the study identifies barriers to the widespread adoption of flipped learning among both students and educators, underscoring the importance of targeted support and resources. The findings suggest that the flipped classroom model effectively promotes deeper understanding and critical thinking skills, ultimately contributing to better academic outcomes. These insights will inform future educational practices and pedagogical advancements within the institution.