Student Attitudes and Behaviours towards Compliance with Pre-class Preparatory Tasks in a Flipped Learning Context


Flipped learning is now a well-established practice in many schools and universities globally. In its current form (Socrates apart!) the concepts informing it were likely first proposed by Alison King in 1993 and were later developed by advocates such as Eric Mazur (1997) and Large, Platt and Treglia (2000).One of the central features of this dynamic is a shift of responsibility in that learners are required to take on more out-of-class tasks and demonstrate a high degree of autonomy and self-reliance. (Chilingaryan 2017). This does not necessarily come easily to many students and non-compliance is often commented on as an issue in the flipped learning environment (Chen et al 2017). The purpose of this study is to identify and analyze student attitudes and behaviours towards a variety of preparatory tasks they were requested to complete before class in order to facilitate in- class learning. Further, it will attempt to shed light on some of the specific local factors present in this environment (experiential, perspectival and socio-cultural) which may influence students’ particular range of responses to compliance with pre-class work and activities.


Compliance, Tasks, Preparatory, Social


Learning in Higher Education


Virtual Lightning Talk


  • David Dalton
    • Senior Lecturer, English and Communications, Khalifa University of Science Technology and Research, United Arab Emirates Abu Dhabi, United Arab Emirates