International students’ experiences in a flipped classroom environment: An Australian perspective

Abstract

Purpose

The purpose of this paper is to explore undergraduate international students’ experiences in a flipped classroom environment in an Australian university.

Design/methodology/approach

In total, 32 in-depth interviews were conducted with undergraduate international students at one Australian university by three researchers.

Findings

The learning experiences of international students in a flipped classroom environment include increased flexibility in learning; enhanced engagement with content and; more confident participation in face-to-face workshops. In addition, the analysis further illustrates that international students intrinsically develop soft skills (e.g. increased confidence and communication skills), learning skills (e.g. research and critical thinking) and employability skills (e.g. time management and accountability).

Research limitations/implications

These findings focus only on the positive learning experiences of undergraduate international students in one Australian university.

Originality/value

The study contributes to the literature by identifying learning experiences of undergraduate international students in a flipped classroom environment and the connection with their development of soft skills, learning skills and employability skills.

Citation

Nachatar Singh, J.K., Nagpal, S., Inglis, S. and Jacob-John, J. (2019), "International students’ experiences in a flipped classroom environment: An Australian perspective", International Journal of Educational Management, Vol. 33 No. 6, pp. 1303-1315. https://doi.org/10.1108/IJEM-11-2018-0362