ENHANCING THE 21ST CENTURY LEARNING THROUGH THE FLIPPED CLASSROOM APPROACH: A SCIENCE TEACHER’S PERSPECTIVES

Abstract

A flip classroom is closely related to the inverted classroom that promotes learning outside the classroom (Lage et al., 2000). The main reason for the implementation of the flipped classroom is to free up the allotted learning time at school so that more engaging activities could be done (Milman, 2014). Since the flipped classroom is still at its early phase in Malaysia, there are limited studies done in this area (A. Rahman, Abdullah, Mohammed, Mohd Zaid, & Aris, 2014). This preliminary study reveals three issues in 21st-century learning experience via primary science flipped classroom implementations including the affordances, assistance and challenges. There are various aspects taken into consideration from the teacher and teaching surrounding for the flipped classroom settings to be conducive. The teacher realized that although flipped classroom helped her in some ways nonetheless there are challenges that she has to resolve.

A Review on The Implementation of Remote Teaching: Highlighting the Experience of Primary School ESL Teachers

“…Despite the efforts put in by the MOE, the integration of the usage of ICT and technology in education is still limited amongst Malaysian primary educators (Wasriep & Lajium, 2019). Researchers (Nilsson & van Driel, 2010;Osman et al, 2014;Wasriep & Lajium, 2019) have reported that some veteran educators are having difficulties blending with the recent teaching technologies due to the inabilities to operate educational technology or limited technology literacy.…”

“…Despite the efforts put in by the MOE, the integration of the usage of ICT and technology in education is still limited amongst Malaysian primary educators (Wasriep & Lajium, 2019). Researchers (Nilsson & van Driel, 2010;Osman et al, 2014;Wasriep & Lajium, 2019) have reported that some veteran educators are having difficulties blending with the recent teaching technologies due to the inabilities to operate educational technology or limited technology literacy. Constraints such as lack of resources, poor internet connection and limited competency in operating educational technology are reported to be some of the limiting factors in implementing and integrating technology and ICT in teaching and learning processes (Osman et al, 2014).…”

“…However, the sudden transformation of instructional delivery to ERT has left educators grappling to figure out how to use digital tools, online resources, and apps to continue their teaching at a distance (Abdul Rauf & Suwanto, 2020). Adding up to the existing challenges is the limited literacy in operating technology by some educators to optimize the ERT (Osman et al, 2014;Wasriep & Lajium, 2019).…”

“…In the context of Malaysian education landscape, the transitioning phase of integrating the technology and Information and Communications Technology (ICT) into the customary teacher-centered learning as opposed in the 21 st century learning concept has escalated quickly into a fullscale implementation of e-learning. While some researchers (Cheok et al, 2017;Kerres, 2020;Wasriep & Lajium, 2019) state that the shift in delivering instruction online allows the flexibility of teaching and learning anywhere and anytime, some (Ali, 2020;Cheok et al, 2017) highlight the deficiencies of the implementation as the move to online instruction is unprecedented and staggering. What was supposed to be the smooth transition of blending the right amount of online learning with the traditional face-to-face interaction at school has escalated into the full-scale implementation of online learning, also known as Emergency Remote Teaching (ERT).…”