Abstract:

Flipped learning is a teaching model where traditional lecturing takes place outside of class, typically through assigned readings, pre-recorded videos, or other content materials prior to class sessions, while contact hours are more student-centred, where students are engaged in active learning activities (Bishop & Verleger, 2013). This pedagogical approach allows students to learn at their own pace at home and is designed for students to be engaged and more active during classtime (O’Flaherty & Phillips, 2015). Despite its growing popularity and gaining prominence as a relatively new student-centered instructional strategy, a range of studies have examined teachers’ experiences in implementing the model, while we know little about the extent to which students are satisfied with the flipped classroom. It is believed that the successful implementation of the model is contingent upon a positive response from students, and overcoming identified challenges.

This oral presentation reports a study on the implementation of the flipped approach among pre-service and in-service teachers in a post-graduate program in two higher education institutions in the UAE. The goal of this study is two-fold: learning about the level of satisfaction of those student-teachers regarding their flipped courses, and finding out which pedagogical implications can be drawn from student teachers’ views and expectations regarding the flipped classroom principle, content, and implementation.

The study uses the Self-Determination Theory (SDT) as a theoretical framework. This framework argues that there are three basic psychological needs that need to be fulfilled for one to feel motivated: need for competence, need for autonomy, and need for relatedness (Deci & Ryan, 2002). The need for competence refers to the feeling of being able to complete a task. The need for autonomy refers to the feeling of having a will and a choice when performing a task. The need for relatedness refers to a sense of belonging to and support from a social group. Studies have shown that fulling these three needs would promote students’ motivation to learn (Abeysekera & Dawson, 2015).

The study employs a qualitative research design, utilizing semi-structured interviews to gather in-depth insights from twelve participants about their satisfaction level with the flipped model. Questions included participants’ perceptions of how flipped learning is compared with a traditional teaching method, the benefits of flipped learning, course materials, class activities, as well as their perceptions of the challenges they faced during flipped courses. The semi-structured interview format enables the use of supplemental questions to clarify and explore participants’ responses in greater detail.

Data were analyzed using thematic analysis; five themes emerged from the data. The presentation will showcase those findings, and will offer actionable recommendations to mitigate identified barriers. Finally, I will share findings implications for educators in terms of structuring and implementing flipped courses, recommending strategies for before, during and after-class implementation of the flipped model.

Keywords:

Flipped learning, pre-service, in-service teachers, post-graduate, challenges, benefits, perspectives.