TY - JOUR AU - Preece, Abdul Shakour AU - Hamed, Popoola Kareem PY - 2018/12/31 Y2 - 2024/03/29 TI - LETTING THE LEARNERS LEAD: ADAPTING FCM TO ENHANCE LEARNER MOTIVATION, INTERACTION AND ACADEMIC ACHIEVEMENT JF - Al-Shajarah: Journal of the International Institute of Islamic Thought and Civilization (ISTAC) JA - SHAJARAH VL - 0 IS - 0 SE - ARTICLES DO - 10.31436/shajarah.v0i0.765 UR - https://journals.iium.edu.my/shajarah/index.php/shaj/article/view/765 SP - 287-306 AB - <p>The purpose of the research was to establish whether ‘blended&nbsp;learner-led learning’ could impact learners’ motivation, interaction&nbsp;and academic achievement. The researchers set about adapting&nbsp;Flipped Classroom Method by allowing small teams of&nbsp;undergraduate students to share the responsibility of preparing&nbsp;online materials and then administering them using Flipped&nbsp;Classroom Method, under the guidance and supervision of the&nbsp;lecturer. Flipped Classroom Method is currently a popular&nbsp;pedagogical approach that utilizes instructional technology&nbsp;combining face to face learning with online learning. This has a&nbsp;number of advantages: it allows learners to access materials online&nbsp;at any time or place and engages learners in a more active,&nbsp;constructivist learning environment. However, it poses challenges for&nbsp;teachers and students who are more used to a conventional approach&nbsp;to teaching and learning because it challenges a traditional&nbsp;teacher-student relationship where the teacher is seen as the central&nbsp;authority for knowledge and learning. Moreover, it requires a lot of&nbsp;effort on the part of the teacher to prepare all the online resources.&nbsp;The researchers conducted a quasi-experiment with an&nbsp;undergraduate course called 'Curriculum and Instruction' that lasted&nbsp;five weeks. The purpose was to see the effects of blended learner-led&nbsp;learning on students’ motivation, interaction and academic&nbsp;achievement. The results show that blended learner-led learning had&nbsp;a statistically significant impact on all three for the experimental&nbsp;group. Consequently, it represents a viable alternative for instructors&nbsp;seeking a constructivist pedagogy that maintains adab and respect&nbsp;for the teacher.</p> ER -