Developing a Conceptual Framework Flipped Classroom Pedagogy Model based on Action Research Cycle

This study proposes a conceptual Flipped Classroom (FC) framework based on the Action Research Cycle to enhance student engagement and learning outcomes in architectural engineering education. Grounded in blended learning, the model includes four phases: setting goals, pre-class preparation, in-class collaboration, and post-class reflection. Implemented through planning, action, observation, and reflection, the approach was tested using surveys, observations, quizzes, and design competitions. Results show increased engagement, especially with interactive tasks aligned with course content. The iterative nature of action research enabled continuous improvement. This model offers valuable insights for applying flipped pedagogy effectively in higher education contexts requiring active learning.