Perceptions of Ghanaian Student Teachers on Benefits and Challenges of the Flipped Classroom: A Case Study

Abstract

The views of student teachers on using the flipped classroom approach were investigated in three Ghanaian colleges of education during the 2020/2021 academic year. A questionnaire with open-ended questions was used to collect data from 143 student teachers. Responses were analyzed using qualitative content analysis. In addition, a focus group interview was taken to examine some of the issues in more depth The flipped classroom approach allowed the students to feel that they were in control of their own learning by using self-paced and collaborative learning. The approach also deepened their conceptual understanding as well as their learning skills. The student teachers also experienced three interconnected challenges, including inadequate ICT infrastructures, such as poor internet connectivity, lack of skills to use ICT, and increased workload. The flipped classroom approach can positively impact students' learning, but educators planning to use the approach should consider the adequacy of the ICT infrastructure available.

Development of an integrative flipped classroom model to improve students’ critical thinking skills and learning responsibility

“…Thus, a learning approach based on constructivist learning theory is considered appropriate for developing CTS (Allen, 2008). Active learning is the main focus in developing the FC model because actively involving students in the learning process gives them the opportunity to develop their CTS and take their LR (Aidoo, Vesterinen, Macdonald, Gísladóttir, & Pétursdóttir, 2022).…”

“…The contribution of the philosophical foundation in developing the IFCM is realized by designing studentcentered learning (SCL) (Gutek, 1988;Jalaluddin & Idi, 2012) and is democratic in nature (Fadlillah, 2017). Active learning is the main focus in developing this model because actively involving students in the learning process gives them the opportunity to take their LR and develop their CTS (Aidoo et al, 2022). Therefore, in the IFCM, at each stage of learning, students are given the opportunity to be actively involved both individually and in groups, both outside the classroom and inside the classroom.…”

“…The IFCM applies constructivist learning theory because a constructivist learning environment that emphasizes active learning really supports the development of CTS and LR (Aidoo et al, 2022;Allen, 2008;Jantakoon & Piriyasurawong, 2018;Karagöl & Emrullah, 2019;Kwan & Wong, 2015). The contribution of constructivist theory in the IFCM is realized by providing opportunities for students to study independently outside the classroom through video learning materials and other resources, while also working on student workbooks.…”

Uso del Deep Learning para analizar una aplicación web educativa sobre la estadística.

“…Actualmente, los avances tecnológicos son fundamentales para transformar el proceso de enseñanza-aprendizaje en las modalidades presenciales, a distancia y mixta ( Las Tecnologías de la Información y Comunicación (TIC) permiten que los educadores organicen nuevas actividades escolares donde los estudiantes son el eje principal del proceso enseñanzaaprendizaje (Aidoo et al, 2022;González-Villa et al, 2022;Lee et al, 2022). Incluso, las herramientas tecnológicas tienen un papel fundamental para fomentar la participación activa de los estudiantes dentro y fuera del salón de clases (Capinding, 2022;Carrapico et al, 2022).…”

Flipping ESP Classrooms in Hybrid Environment

“…Then, for teachers, flipped learning may provide their students with active learning and foster classroom interaction (Ansori & Nafi', 2018). Flipped learning is a good choice for teachers to accommodate themselves and their students with high-tech learning (Aidoo et al, 2022).…”