Perceptions, behaviours, barriers, and needs of flipped classroom learning: opinions of first-year pharmacy students

Abstract

Objective: To explore pharmacy students' experiences, barriers, and needs of first-year pharmacy students flipped classroom (FC) learning. Method: A qualitative study with focus groups was performed. Three focus group sessions with seventeen first-year pharmacy students were conducted. All sessions were audio-recorded, transcribed, and analysed for themes using an inductive thematic analysis approach. Results: Students, in general, found FC to be useful for learning and using a range of self-regulated learning strategies in the FC environment. Barriers identified were primarily to i-lectures and potentially hindered motivation and acceptance to pre-classroom preparation. Conclusions: There are students' reservations toward flipped classrooms attributed to individual motivation and barriers encountered. Students transitioning to flipped classroom approach require easy-to-learn and use pre-class learning materials tailored to students' level and preferences.