Web Enhanced Flipped Learning: A Case Study





web enhanced, flipped learning blended approach, study skill course, self regulated, large classes, student engagement, individual feedback


This research study is a technology-enhanced flipped learning pilot to observe the students’ engagement and learning in a self-regulated class through their individual feedback. Flipped learning was applied to a segment of the Study Skills course for more than two weeks to 129 students in the foundation year of a Teachers’ College in Bahrain. Divided across four sections, the students worked in small groups, prepared an assigned portion of the course content provided through a Learning Management System (LMS), and presented it to the rest of the class. Students used posters, flash cards, and digital technology in different forms such as PowerPoint slides, mobile phones, and Kahoot!. The reflective individual student responses on this experience were analysed quantitatively and qualitatively. The findings show a favourable response to group work, sharing ideas, saving time through collaboration, and use of technology. It is recommended that the study be extended to a larger sample group, to a larger number of the course topics, and include the use of different technology forms.

Author Biographies

Bani Arora, University of Bahrain

Bani Arora is a lecturer at the Bahrain Teachers’ College at the University of Bahrain. She participated in the blended learning pilot project with regards to the Study Skills course. She coordinated the course and compiled all the information to study the impact of web-enhanced learning.

Naman Arora, University of Guelph

Naman Arora completed his Bachelor of Commerce degree in accounting at the University of Guelph, Canada. He has worked in numerous technology-focused roles, with a specialization in database-building and data science. In his current role as journalist at Gulf Daily News, he covers technology and business, amongst other topics.


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