eng Science and Education Publishing American Journal of Educational Research 2327-6150 2016-07-26 4 12 868 871 10.12691/education-4-12-3 EDUCATION20164123 article Evelyne Girgis emgirgis@yahoo.com 1 Majed Khodr 2 Lee Waller 3 Faculty of Education, Lebanese University, Rawda, Lebanon School of Engineering, American University of Ras Al Khaimah, Ras Al Khaimah, United Arab Emirates School of Arts & Sciences, American University of Ras Al Khaimah, Ras Al Khaimah, United Arab Emirates The aim of this research was to test and analyse student responses to the introduction of the flipped learning methodology at the Faculty of Education in the Lebanese University, to identify potential relationships between the responses and to determine underlying factors guiding the responses. A survey questionnaire was developed by a team of faculty and sent to students via an online survey software. The analysis employed dimension reduction techniques to ascertain underlying factors guiding responses. The two major factors identified were student engagement and course flexibility of the flipped classroom approach. The research concluded that the flipped learning methodology can be useful for improving learning and holds the potential to more adequately engage today's learners. http://pubs.sciepub.com/education/4/12/3/education-4-12-3.pdf flipped classroom communication education creativity Lebanon