Revisiting the Framework of 5E Flipped Learning Environment (Mengkaji Semula Kerangka Persekitaran Pembelajaran Terbalik 5E)

Abstrak

Most educators in education today find the traditional didactic model of teaching to be teacher-centred, in which students are passive participants and the teacher controls everything during the classroom sessions, which is distressingly inadequate. Therefore, a better teaching strategy is required that can adapt to students' varied expectations. The "Flipped Classroom Model" is one of these models that has recently gained popularity. The success of this model is believed to depend on how well it utilizes non-classroom and classroom sessions. This approach carries out the homework and activities, which are expected to be taught outside of class and learners interact with teachers in the classroom. In recent years, many universities have developed an interest in the flipped classrooms approach. Nevertheless, despite this interest, there are still no clear instructions on how to set up the pre- and in-class activities in a conceptually coherent way to engage students intellectually. To increase student engagement, it is suggested to use an educational model such as 5E learning cycles with a flipped classroom. This paper provides a conceptual overview of the 5E flipped learning environment. For this purpose, three areas of discussion are set: (1) to define the term 5E flipped learning environment, (2) to review theories that support this approach and (3) to develop a preliminary framework for 5E flipped learning based on the available research.