This research introduces a new pedagogical approach, the Virtual Flipped Classroom (VFC). The VFC is an integration of two concepts: the Flipped Classroom and Virtual Classroom. It enables teachers to teach and guide students in applying the activities needed to achieve the best learning levels. To investigate the effect of VFC, the researchers applied it to students on a computer programming course in the Instructional and Learning Technology (ILT) department at the College of Education, Sultan Qaboos University (SQU). The students' learning achievements and motivation were measured by two instruments, the Programming Achievement Test and Survey of Student Motivation respectively. Onegroup pretest-posttest qusai-experimental design was followed. The sample, which consisted of 18 students, was taught some selective topics of the computer-programming perquisite using the VFC model. A pretest and posttest are administered before and after using the VFC model. The researchers used independent sample t-tests and multivariate analysis of variance (MANOVA) to analyse the data obtained. The findings indicated a significant difference in learning achievement and motivation before and after applying the VFC model. The differences indicate that the VFC model is beneficial to student outcomes. Further analysis showed that the new model contributed to the improvement of performance of low achieving students.
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