A flipped classroom approach to promote students’ learning engagement in online project-based learning in history courses: Students’ and teachers’ perspectives

Abstract

In particular, this literature review examines the application of the FC concept in the educational area, focusing primarily on output perspectives but paying relatively little attention to the engagement process within out-of-class collaboration. In this way, the paper explores the extent to which flipped classroom strategy contributes to students' learning engagement in online project-based learning in history from both students' and teachers' perspectives. To do this, mixed-methods research was used. The study involved 120 students and three history teachers engaged in an 18-week FC-OPBL intervention program. Specifically, the quantitative data collection included administration of the perception questionnaire, and qualitative data were obtained by means of interviewing 20 students and three teachers. While teachers revealed slightly higher perceptions compared to those of the students, the Mann-Whitney U test revealed that there were no major differences in the perceptions of the two groups, indicating that both parties agreed on the usefulness of FC-OPBL in history learning. Qualitative results demonstrate that pre-class online preparation helps students gain initial historical knowledge, whereas in-class group projects allow for further discussion, interpretation, problem-solving, and historical knowledge integration with vocational identity. In addition, the results of the interviews demonstrate that pre-class preparation, online materials, group projects, and teacher guidance help students acquire historical knowledge, become more motivated, engage in peer communication, and reflective.