Abstract
As institutions increasingly embrace personalized and flexible learning experiences, a parallel emphasis on assessment practices becomes imperative for a cohesive educational journey. Research findings reveal heightened student engagement and satisfaction in a flipped classroom, with a preference for blended learning. However, educators’ express concerns about time commitments and institutional support. The study emphasizes the need for personalized assessment practices and places the responsibility on educators and institutions to cultivate flexible students. While the flipped classroom has gained traction globally, variations exist based on educational systems and cultural contexts. Challenges, effectiveness, and the transformative potential of the flipped classroom are discussed, highlighting the need for ongoing research and adaptation to diverse settings.
Recommended Citation
Djumabaeva, Jamila and Zharkynbekova, Sholpan
(2023)
"FLEXIBLE TEACHING AND LEARNING IN HIGHER EDUCATION: AN IN-DEPTH EXPLORATION OF THE FLIPPED CLASSROOM MODEL,"
Advances in Social Sciences and Economics: Vol. 1:
Iss.
1, Article 2.
Available at:
https://www.asse.uz/journal/vol1/iss1/2