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Purpose: Flipped learning is a pedagogical approach that supports the notion of active learning by putting emphasis on accessibility to advanced technologies such as Massive Online Open Online Courses (MOOCs) to support a blended learning approach. The growing trend of encouraging connected learning among students reflects the need for teachers to participate in online course activities. Methods: An illuminative evaluation approach incorporating focus groups was used to study the program; how it operated, how it is influenced by various school situations, what those directly concerned regarded as its advantages and disadvantages and also how students’ intellectual tasks were impacted. results: The data on perceptions of outcomes formed 3 main themes: Challenges to self-regulated learning; Transcending learning concepts Repeat, apply and debate; and Value of global content. Students have an interest in and skill with information technology and are responding positively to their experiences with Flipped Learning, blended learning activities and the use of MOOCs. conclusion: While there is no single model for an approach to the flipped classroom, those involved in this project are aware of how important it is to consider the extent of achievement of integration of the learning activities. There is also need to be cognizant of the educational design and its consistency with our ambitions for graduates who can perform in the real world of practice.

An illuminative evaluation: Student experience of flipped learning using online contents