Supporting Collaborative Learning through a Flipped Classroom in Saudi Arabia

Abstract

Saudi Arabia’s Vision 2030 policy framework emphasises the importance of providing students with the skills and knowledge needed to prepare them for the modern world, which includes introducing changes to the traditional and teacher- centred educational approach. However, minimal attention has been directed towards developing effective teaching methods for postgraduate students, particularly regarding collaborative learning. This study responds to this lack of attention and aims to examine how using a flipped classroom strategy could support collaborative learning among postgraduate students in Saudi Arabia. The study used Design-Based Research (DBR) methodology involving various iterations of flipped classroom lessons that incorporated collaborative learning. A total of 27 postgraduate students in two classes at a female university participated in the study, which was conducted in two phases. Phase One aimed to develop, test, evaluate and subsequently refine the preliminary design principles. The revised version of the design principles guided the intervention and evaluation of Phase Two for the same classes. Data for both phases were collected using participant observation, focus group discussions, reflective conversations with the class teacher and a research journal. The findings indicated that a flipped classroom strategy did support collaborative learning by creating an inclusive, dynamic and supportive environment. Such an environment required a shift in the roles of both teacher and students, the development of a culture of respect and emotional safety and the implementation of a range of appropriately designed activities. This change of environment through the implementation of collaborative learning in a flipped classroom in the traditional Saudi context seems to require more than just using a flipped structure

and collaborative activities. The teacher must be willing to leave ‘centre-stage’, elicit responses from students rather than spoon-feeding information and make it plain that everyone in the class has something unique to bring to the discussion which will be respected and valued. The findings showed that after a small period of adjustment to get used to a student-centred pedagogy, both the postgraduate students and their teacher were very enthusiastic about collaborative learning, the way it was supported by a flipped classroom structure and the flexible and democratic learning environment that it engendered. The findings make original theoretical and empirical contributions to the field. There are two main theoretical contributions to the field of pedagogy in that the results confirm that a flipped classroom is a flexible pedagogic strategy which can be effectively used in the postgraduate context, as it allows for the provision of various activities that enable all learners to become more autonomous. Also, that collaborative learning promotes a more inclusive and dynamic environment that is not based on a linear, hierarchical structure and which interconnects several skills. This is particularly relevant for the Saudi context as a teacher-centred lessons dominate the educational system. For practitioners, the findings provide tested design principles for implementing a flipped classroom strategy in a postgraduate context, offering a flexible and adaptable framework that is open for further refinement.