International students’ experiences in a flipped classroom environment

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.

The impact of diversity experiences and innovative learning environments on the personal development of international students studying in China

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