Developing and Implementing a Video Lecture Series for the Scientific Research Methods Course Using the Flipped Classroom Model

 This study examines how effective the Flipped Classroom (FC) model is in a Research Methods course for second-year students at a university in Vietnam. The flipped model focuses on self-learning through video lectures before class, freeing up class time for group activities. A mixed-methods approach was used to gather data from surveys and focus group discussions to evaluate students' views on the FC model and the quality of the videos. Results show that students liked the flexibility, independence, and group learning that the flipped model provided, which helped improve their research skills and critical thinking. Nonetheless, students pointed out issues with workload, managing time, and needing feedback from instructors. They also recommended enhancements, like better support and interactive features in the videos, such as quizzes. The study concludes that the FC model can boost student engagement and independence, but successful application needs a balance between self-learning and guidance from instructors. Adding interactive assessments, regular feedback, and time-management strategies can make the flipped approach more effective for challenging topics like research methods.