Innovative Flipped Learning Engagement Model for Technical and Engineering Students in TVET Context

The present case study investigated the effects of a Massive Open Online Course (MOOC) based Flipped Learning Engagement (FLE) model approach on students’ overall achievement and problem-solving ability in an undergraduate computer programming course at Universiti Teknikal Malaysia Melaka (UTeM). The existence of MOOCs and various new educational technologies offer a new way in designing flipped learning (FL) for Technical and Vocational Education and Training (TVET). However, guidelines and analysis of the feasibility of MOOC-based flipped learning are still lacking. Other researchers lacked understanding regarding the effectiveness of using MOOCs and flipped learning especially for teaching technology and engineering-based TVET students. Participants are 72 undergraduates’ students taking Programming Techniques courses from technology and engineering faculties. In this study, a quasi-experimental design was used to evaluate the effectiveness of the proposed MOOC-based FLE model approach. The results of the independent t-Test showed that TVET based students who followed the MOOC-based FLE model approach demonstrated better achievement as compared to those in the conventional learning group. In addition, the study revealed that TVET students who learned using the MOOC-based FLE model approach had stronger problemsolving abilities than those who learned with the conventional classroom learning approach.

Flipped learning, Massive Open Online Course (MOOC), Flipped learning engagement model

1. C. Wekerle, D. and Ingo Martin, K., "Using digital technology to promote higher education learning," The importance of different learning activities and their relations to learning outcomes: Journal of Research on Technology in Education (Vol. 54(1), pp. 1-17)., 2022. [Google Scholar] [Crossref]

2. A. O. Karani, W. M. and Mary, "Challenges and Prospects of Online Instruction of Vocational Subjects by TVET Institutions in Kenya Due to Covid-19," International Journal of Education, Technology & Science, 2(2)., 2022. [Google Scholar] [Crossref]

3. J. Mesuwini, S. and Mokoena, "Exploring Online Teaching and Learning Challenges for the Technical and Vocational Education and Training Lecturer," Journal of Education and e-Learning Research, (Vol.11(1), pp. 193-202)., 2024. [Google Scholar] [Crossref]

4. H. Theelen, D. H. and Van Breukelen, "The Didactic and Pedagogical Design of e-learning in Higher Education," A Systematic Literature Review: Journal of Computer Assisted Learning, (Vol. 38(5), pp. 1286-1303)., 2022. [Google Scholar] [Crossref]

5. C. Jia, K. F. Hew, D. and Liuyufeng Jiahui, L., "Towards a Fully Online Flipped Classroom Model to Support Student Learning Outcomes and Engagement," A 2-year Design-based Study: The Internet and Higher Education, (Vol. 56, p. 100878)., 2023. [Google Scholar] [Crossref]

6. S. R. Virani, J. R. and Sharma Saini, S., "Adoption of Massive Open Online Courses (MOOCs) for Blended Learning," The Indian Educators’ Perspective”, Interactive Learning Environments, (Vol. 31(2), pp. 1060-1076., 2023. [Google Scholar] [Crossref]

7. R. T. Williams, "An Overview of MOOCs and Blended Learning," Integrating MOOC [Google Scholar] [Crossref]

8. Technologies into Traditional Classes: IETE Journal of Education, (pp. 1-8)., 2024. [Google Scholar] [Crossref]

9. A. Liapis, V. Maratou, T. Katsanos Panagiotakopoulos, A. C. and Kameas, "UX Evaluation of Open MOOC Platforms," A Comparative Study Between Moodle and Open edX Combining User Interaction [Google Scholar] [Crossref]

10. Metrics and Wearable Biosensors: Interactive Learning Environments, (Vol. 31(10), pp. 6841-6855)., 2023. 9. [9] R. R. and Da Silva Major, M., "Gamification in MOOCs," A Systematic Literature Review”, Cogent Education, (Vol. 10(2), p. 2275820)., 2023. [Google Scholar] [Crossref]

11. [A. and Topu Unal, F. B., "https," Education and Information Technologies, (Vol. 26(5), pp. 52915309)., 2023. [Google Scholar] [Crossref]

12. D. Y. Yu, L. Zhang, Y. L. Li, T. Lan, L. N. Gu, S. S. and Yang, "The implementation of a MOOCbased flipped classroom teaching method in the context of oncology radiotherapy residency training," Journal of Cancer Education, (40(2), pp. 290-295)., 2025. [Google Scholar] [Crossref]

13. F. Dahalan, N. Alias, M. S. N. and Shaharom, "Gamification and game-based learning for vocational education and training," A systematic literature review. Education and information technologies, (29(2), pp. 1279-1317)., 2024. [Google Scholar] [Crossref]

14. A. Abd Aziz, A. and Mohamad Masek, N., "Students’ Participation and Motivational Factors in Student-Centered Learning," A Case of Two Malaysian Vocational Institutes: Journal of Engineering Education Transformations, (Vol. 35 (Special Issue 2)., 2022. [Google Scholar] [Crossref]

15. A. Rahmawati, A. Suryani, M. and Sukarmin Akhyar, S., "Vocational Teachers’ Perspective Toward Technological Pedagogical Vocational Knowledge," Open Engineering, (Vol. 11(1), pp. 390-400)., 2021. [Google Scholar] [Crossref]

16. L. Lai, L. Wang, R. Huang, Z. L. Jiang, J. Huang, W. Shi, B. Zhou, R. Chen, B. and Fang Lei, J., "Task-Driven ADDIE-Twist Model with a Teach-study Double-Helix Structure," IEEE Transactions on Education., 2023. [Google Scholar] [Crossref]

17. J. and Sangsawang Zeng, T., "Development of a Micro-Learning Video on the Use of Libraries for Users of Local University Libraries in China," Technology, (Vol. 5(4), pp. 36-41)., 2022. [Google Scholar] [Crossref]

18. J. Ning, Z. Ma, J. Yao, Q. Wang, B. and Zhang, "Personalized learning supported by learning analytics," a systematic review of functions, pathways, and educational outcomes: Interactive Learning Environments, (pp. 1-23)., 2025. [Google Scholar] [Crossref]

19. M. O. Yasar, E. and Mede, "Can Self-Made Videos Promote L2 Speaking Skills In a Mooc-Based Flipped Classroom Model?," Turkish Online Journal of Distance Education, (26(3), pp. 144-191)., 2025. [Google Scholar] [Crossref]

20. A. H. Atas, "Flipped Classroom Approach to Incorporate MOOCs as Micro-Credentials into Higher Education," In Integrating Micro-Credentials with AI in Open Education (pp. 313-340). IGI Global Scientific Publishing., 2025. [Google Scholar] [Crossref]

21. Z. Zhang, "Construction and application of physical education classroom teaching model integrating mooc and flipped classroom," Scalable Computing: Practice and Experience, (Vol. 25(1), pp. 395-406)., 2024. [Google Scholar] [Crossref]

22. H. Khoshsima, A. and Mawlood Beikian, B., "Investigating the Impact of Flipped Classroom Instruction on ESP Students’ Reading Comprehension," Students’ Attitudes in the Spotlight: Journal of English Language Teaching and Learning, (Vol. 17(35), pp. 209-226)., 2025. [Google Scholar] [Crossref]

23. M. R. Islam, K. J. and Chua, "An Innovative Interactive Platform Assisted Hybrid Problem‐Based Learning Approach for Concept‐Heavy Engineering Modules," European Journal of Education, (Vol. 60(2), p. 70066)., 2025. [Google Scholar] [Crossref]

24. J. R. and Prudente Sablan, M., "Traditional and Flipped Learning," Which Enhances Students' Academic Performance Better: International Journal of Information and Education Technology, (Vol. 12(1), pp. 54-59)., 2022. [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study