Galaxy international interdisciplinary research journal (giirj) issn

GALAXY INTERNATIONAL INTERDISCIPLINARY RESEARCH JOURNAL (GIIRJ)

ISSN (Ebb
Vol. 12, Issue 01, January (2024)

504
ENHANCING HIGHER EDUCATION THROUGH FLIPPED CLASSROOM PEDAGOGY
STRATEGIES, IMPLEMENTATION CHALLENGES, AND IMPACT ON STUDENT
ENGAGEMENT AND LEARNING OUTCOMES
Jonzokova Sayyora Anvarovna,
Gulistan State University Teacher of the Department of Pedagogy
ANNOTATION
This research explores the innovative approach of flipping the university classroom, where traditional notions of lecture and homework are reversed. The study delves into various strategies employed by educators to implement flipped classroom pedagogy at the university level, investigating the impact on student engagement and learning outcomes. Additionally, the research aims to identify and address the challenges associated with flipping the university classroom, offering insights into effective solutions and recommendations for educators seeking to adopt this transformative teaching methodology.
Keywords: Flipped classroom, higher education, pedagogy, strategies, implementation challenges, student engagement, learning outcomes, active learning, technology in education, inclusive learning environment, course redesign, cooperative learning, innovation in education, student-centered learning.
INTRODUCTION
The landscape of higher education is undergoing a dynamic transformation, fueled by a growing recognition of the need for innovative teaching methodologies that transcend traditional boundaries. In this context, the flipped classroom pedagogy has emerged as a beacon of change, challenging the conventional roles of educators and learners. As we navigate the st century, characterized by rapid technological advancements and evolving educational paradigms, educators find themselves at the intersection of tradition and innovation, seeking pedagogical approaches that resonate with the diverse learning styles and expectations of today's university students. The essence of the flipped classroom model lies in its departure from the conventional lecture-based format. Traditionally, students passively absorb information during lectures and then engage with it through homework assignments. The flipped classroom flips this structure on its head. Prerecorded lectures or other instructional content are made available to students before class, allowing them to familiarize themselves with the material at their own pace. Class time, in turn, becomes a dynamic arena for interactive discussions, collaborative activities, and hands-on application of concepts. The rationale behind this inversion is rooted in the belief that active engagement, critical thinking, and collaborative problem-solving are paramount for meaningful learning experiences. Flipped classrooms seek to capitalize on the face-to-face time between educators and students, transforming it into a vibrant exchange that goes beyond the traditional one-way flow of information. This article explores the multifaceted dimensions of flipped classroom pedagogy, examining the strategies educators employ, the challenges they face, and the tangible impact on student engagement and learning outcomes in the dynamic landscape of higher education.