Aim/Purpose: This study aims to examine the effectiveness of the flipped learning approach in a computer principles course at Alasmarya Islamic University, Libya.

Background: The reason for this consideration was to evaluate the viability of conventional lecture-based educational programmes versus the active learning of computer concepts in flipped classrooms for college economics students at the Alasmarya Islamic University.

Methodology: The experiment was applied to two groups: one, class A, undertook the course through the traditional method, while the other, class B, undertook the course according to the flipped classroom model. Class A students had to attend a face-to-face classroom lecture, while Class B students had to watch a pre-recorded YouTube lecture before attending class.

Findings: The findings show that students participating in the flipped classroom were satisfied with this model, which produced a positive effect on students’ achievements in higher education. The flipped model also has the ability to increase students’ motivation to teach themselves compared with the traditional model.

Recommendations for Practitioners: This study recommends the use of flipped learning paradigm to teach in higher education in Libya, as the teachers who applied flipped learning may also provide students with the opportunity to practice and improve their independent learning.