EXPLORING FLIPPED LEARNING MODEL TO PROMOTE LEARNER AUTONOMY IN HIGHER EDUCATION
Providing an autonomous environment support in higher education promotes independent learning. Students are encouraged to take part and take control on their own learning. Flipped learning model offers autonomous support since this model highlights two stages of learning processes; knowledge acquisition and knowledge construction. This study explored the use of flipped learning model to cultivate learner autonomy in tertiary level and notified the benefits and challenges of its implementation. In conducting this study, sixteen students were involved. The data were gathered by using learner autonomy questionnaire, observation towards students‘ learning participation inside and outside classroom, and interview to obtain students‘ perception. The results were analyzed using descriptive data analysis. The findings of this study showed that flipped learning model demands students to be more responsible and independent toward their learning. Meanwhile, students‘ learning participation could be improved since most of them became more self-motivated to express their arguments confidently. They tried to deal with the assignments with sincere effort. However, students still encountered some challenges to take part in flipped learning model. Selecting valid and reliable sources became the most challenging matter.