The Role of Intelligent System in Transforming Flipped Classroom for Online Learning

The pursuit of quality education, as enshrined in the Sustainable Development Goals, has catalysed the innovation of teaching methodologies to better equip students for the evolving demands of Industry 4.0. In the landscape of Malaysian education, which is steadily pivoting towards a student-centric paradigm, the Flipped ClassroomFlipped Classroom model has gained traction to promote learner autonomy and proactive study habits. Drawing from Strayer’s (The effects of the classroom flip on the learning environment: a comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system, The Ohio State University, Ohio, 2007) conceptual framework, this study seeks to leverage educational technologyEducational technology and interactive learningInteractive learning to refine the educational experience. However, the advent of the COVID-19 pandemic has rendered a fully online learning environment unavoidable. The study gathered data from 120 students and 17 lecturers in the Engineering department of a private university in Malaysia. Additionally, the online adaptation of the Flipped Classroom was implemented and evaluated 69 students amongst 120 students to which only 35 students responded, facilitated by two course lecturers. Instrumentation included an adapted version of an Online Readiness Survey and the Motivated Strategies for Learning Questionnaire (MSLQ), to evaluate factors influencing the use of SOLO Taxonomy, performance in the Flipped Classroom model, and the overall readiness of both students and lecturers for online learning. The study found that while educational technology limitations hindered the efficacy of the Flipped Classroom, increased interaction between students and lecturers was evident. Furthermore, the pandemic-induced move to e-learning presented moderate levels of readiness among students and faculty in terms of technology accessTechnology access and teaching preferences. However, it also exposed areas for enhancement in the e-learningE-learning platform’s usability and overall efficiency. Therefore, this study underscores the need for further research and more robust integration of educational technology to enhance the Flipped Classroom’s effectiveness in a fully online context.