Teachers’ Perception about Flipped Classroom in Era of COVID-19 Pandemic

Abstract

The COVID-19 affects medical education by shifting classroom teaching to online mode, facing numerous challenges, particularly in developing countries, such as internet connectivity, technological issues, mode of assessment. Teachers' perspectives and various challenges affecting the e-learning system during the COVID-19 pandemic require attention to ensure effective learning, so the present study aimed to assess the above objective. After institutional ethical committee approval, a cross-sectional observational study was conducted on teachers (30 responded) of phase-I MBBS via a survey questionnaire. The qualitative data were analyzed using chi-square, with a significance level set < 0.05. The majority of teachers were female (70%) and Generation X (60 %), with an 81 % response rate. Faculty (53%) had a positive impression of online teaching but preferred face-to-face instructions (67%). With a non-significant difference (p=0.255), the majority of the teaching staff sometimes faces network and technology challenges but satisfies with online teaching and assessments. Faculty prefer traditional classroom learning and assessment as they miss student participation and feedback, with prior e-teaching training and platform privacy but recognized online mode as an alternative during COVID-19. The faculty had a positive attitude towards online teaching but lack face-to-face interaction with students. Internet access, combined with some technical difficulties, posed a challenge in providing high-quality teaching

Teachers’ Experiences in Flipped Classroom in South-East Asian Countries: A Meta-Synthesis

“…They tend to struggle to set up flipped classrooms due to a lack of resources and time, which adds to teachers' work (Fasli, 2021). The teachers were unsatisfied with several concerns, including the lack of adequate understanding of computer technology and needing more time to experiment with new technologies (Yadav, 2021). Teachers also express their sentiments on their slow internet connection, including their students' internet connection which hampered the flipped classes.…”

Understanding how demographic factors influence faculty member s perceptions of online learning success: A case study in Thai private higher education

“… Accessibility and Usability: Online courses designed with accessibility in mind, such as providing closed captioning for videos, alternative text for images, and easy-to-navigate course interfaces, ensure that all students, including those with disabilities, access and engage with course content effectively. Usability considerations, such as intuitive navigation and clear instructions, reduce barriers and enhance the overall learning experience (Bast, 2021;Yadav et al, 2021;Zimmer, 2012).  Assessment and Feedback: Well-designed assessments that align with the learning objectives and provide timely, constructive feedback facilitate students' self-assessment and reflection, guide their learning progress, and help them identify areas for improvement.…”

“…Student readiness is a crucial factor in the success of online learning. As education systems have shifted towards online platforms, especially after the COVID-19 pandemic, students' preparedness to engage in online learning has become a critical consideration for educators and institutions (Ahmad et al, 2021;Yadav et al, 2021). Student readiness is essential in online learning, and discuss how it impacts the overall effectiveness of the learning experience.…”

Challenges of E Learning during the Pandemic and Its Implications in Education

“…However, there are several challenges prevalent on the ground of online education, especially in developing countries such as assessment mode, technological issues, connectivity problems, and lack of digital knowledge among the teachers and students [15]. The perspective of teachers and the problems disrupting the e-learning platform are needed to be addressed and countered with feasible solutions.…”