To Flip or Not to Flip: The Challenges and Benefits of Using Flipped Classroom in Geography Lessons in Brunei Darussalam

Abstract

<p>This study examined the use of flipped classroom in geography lessons in one of the pre-university colleges in Brunei Darussalam. The benefits and challenges of using the flipped classroom as a pedagogical tool in geography were also investigated. Data were collected through action research adopting the use of a flipped classroom approach. This meant that learning geography as subject content was done outside the classroom. The findings of this study revealed that it was not necessary to apply flipped classroom for every lessons. Yet, this study found that flipped classroom was most beneficial when students worked on the application of geographical concepts where they learned to analyse and evaluate given scenarios. A significant improvement in the students’ academic achievement was also observed where through the interactive classroom activities, students developed a deeper understanding of the subject concepts. On the other hand, there were challenges in conducting a flipped classroom, for instance, some students had problems in accessing the lessons outside the classroom. This was one of the crucial elements conveyed in order to successfully implement a flipped classroom and to create an active learning environment during the class time. Without learning the concepts before the class time, the students reported the feeling of being lost, and thus could not fully participate in the classroom activities. Furthermore, a significant amount of time was wasted during the class time in teaching the students the concepts since they were supposed to have learned them prior to the lesson itself. Finally, the flipped classroom was also found to be a challenge to implement in a classroom known to have a passive learning environment.</p>

The Benefits of Adopting a Problem-Based Learning Approach on Students’ Learning Developments in Secondary Geography Lessons

“…Familiarity to the setting of the real-world problem at hand signals the learner to access prior knowledge embedded in their memory and thus stimulates learning (Kaufman, 1998). Additionally, with the limited class time duration allocated typically in a school day often hinders the geography teachers in designing their geography lessons with hands on activities (Nawi et al, 2015).…”

A Full Flip: One Catholic University’s Journey with Campus-Wide Flipped Instruction

“…Another significant concern is the availability of technology to the learners. Not all learners have access to computers or technology at home that would allow them to listen to or watch lectures (Nawi et al, 2015;Neilson, 2012). The flipped model is suggested as less effective than other models in developmental math courses due to the fact that students tended not to come to class prepared to complete activities (Al-Zahrani, 2015;Janusa, 2014;Nawi et al, 2015).…”

“…Not all learners have access to computers or technology at home that would allow them to listen to or watch lectures (Nawi et al, 2015;Neilson, 2012). The flipped model is suggested as less effective than other models in developmental math courses due to the fact that students tended not to come to class prepared to complete activities (Al-Zahrani, 2015;Janusa, 2014;Nawi et al, 2015). True implementation of the flipped classroom model must include provisions for student technology use, either through scheduled lab time or a one-to-one computing initiative that provides learners with the technology needed to complete the homework.…”

An Empirical Study on the Role Change of English Majors in the Flipped Classroom

“…Naafi'ah Nawi (2015) pointed out that "A significant improvement in the students' academic achievement was also observed where through the interactive classroom activities, students developed a deeper understanding of the subject concepts" (p. 133). In addition, Intel global director of education Brian Gonzalez (2011) believed that the Flipped Classroom would refer to educators giving more freedom to students.…”