Experiential Flipped Classroom

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The model illustrates the concept. A teaching approach to become more adaptive to the current trend should be flexible. The teaching factory concept integrates the various components such as synergy, innovation, teamwork, strong focus on capability development and strong linkage with industry. The model promotes the individual contribution of the different components to attain the best approach in teaching–learning process. This intensifies the learning by not focusing only in the classroom situation but looking more on the merging of other contributing factors the curriculum would like to comply. This focuses also on the contribution of industry, by sharing their facilities so that the student would attain necessary skills and competence …show more content…

Though there were many arguments that flipped classroom model is not new since there are already existing structured pedagogies like problem-based learning, case-based learning, project-based learning, and peer instruction to mention a few but this did not hinder them from adopting this approach. The main objective of the experiential flipped classroom is active learning engagement of students where the greater impact is directed on the students’ application of abstract knowledge rather than the traditional factual recall. In the discussion of Brame (2013), there are four key elements of a flipped classroom that is worth noting. These are the following: a) provision for students’ opportunity to gain exposure first prior to class (lecture videos); b) provision of students’ incentive (grading for completion rather than effort); c) provision of a mechanism in assessing students’ understanding (pre-class assignments and quizzes); and d) provision of in-class activities (debates, data analysis, and synthesis activities) focusing on higher level cognitive skills (deeper …show more content…

The model is an adaptation from Genstein (2013), a modified model called experiential flipped classroom model, essentially it has four phases namely: a) experiential engagement; b) concept exploration; c) meaning making; and d) demonstration and

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