Experiences and Challenges of using Flipped Classroom by Postgraduate Students: A Preliminary Comparative Study between India and Malaysia

Authors

  • S. Amutha Department of Educational Technology, Bharathidasan University Tiruchirappalli,
  • M. Balakrishnan

Keywords:

Flipped classroom, inverted classroom, pedagogy, experiences, challenges

Abstract

Flipped classroom is simply a concept where school work is done at home and home work is done at school. This concept which is also termed as the “inverted classroom†has spread to many classrooms in the west.  The acceptance and practice of flipped classroom in the west is probably attributed to the differences in many aspects of learning between the west and the east.This study is a maiden attempt to analyze the experiences and challenges faced by the post graduate students of two Asian countries India and Malaysia in using flipped classroom. Findings of the Experience and Challenges of using Flipped Classroom between India and Malaysia revealed thatmuch similarity with very slight differences between the countries were found. Both countries scored higher on Experience than on Challenges. Both countries seem to accept the use of flipped classrooms. Another interesting finding in this study is that for all the items for Experience and Challenges, the Standard Deviation is within 1 standard deviation. This shows that the variations or spread of the data is very much close.

References

• Atabekova A.(2013). Public service interpreter and translator training in the flipped classroom: First steps to design learning materials. IATED Digital Library. pp. 4149-4152.

• Bergmann J, Sams A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. ISTE/ASCD.

• Butt, A. (2014). Student views on the use of a flipped classroom approach: evidence from Australia. Business Education & Accreditation, 6 (1), 33-43.

• Chen Y, Wang Y, Kinshuk, Chen NS.(2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education. 79, 16-27.

• Choi EM.(2013)Applying Inverted Classroom to Software Engineering Education. International Journal of e-Education, e-Business, e-Management and e-Learning. 3(2): 121-125.

• Chua Shu Min Joanne & Fatimah Lateef (2014). The Flipped Classroom: Viewpoints in Asian Universities, Education in Medicine Journal. 6 (4), 20-26.

• Corrias, A. (2014). Lightening up Mathematics-intensive classes: A case study using a flipped classroom approach. CDTL Brief. 17(1),10-13.

• Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.

• Findlay-Thompson, S. ,&Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business, Education & Accreditation, 6(1), 63-71.

• Jamaludin R. Osman SZ. (2014). The Use of a Flipped Classroom to Enhance Engagement and Promote Active Learning. Journal of Education and Practice. 5(2), 124-131.

• Linga, P, Wang CH. (2014). Flipped class learning in a large class setting. CDTL Brief. 17(1), 4-9.

• Mason, G., Shuman, T., & Cook, K. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.

• McLaughlin, J.E., Griffin, L.M., Esserman, D.A., Davidson, C.A., Glatt, D.M.,Roth, M.T., Mumper, R.J. (2013). Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom. American Journal of Pharmaceutical Education, 77(9), 1-8.

• Nisbett R. (2003). The Geography of Thought: How Asians and Westerners Think Differently...and Why. Simon & Schuster Inc.

• Ong, P.S. (2014). A hybrid teaching method encompassing didactic lectures, short e-modules and case scenarios to facilitate learning of pharmaceutical care principles. CDTL Brief. 17(1), 14-18.

• Strayer, J.F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.

• Tucker B.(2012) The flipped classroom. EducationNext. Retrieved from http:// education next.org /the-flipped-classroom/

• Tune, J.D., Sturek, M., &Basile, D. P. (2013, December). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advance in Physiology Education. 37(4), 316-320.

• Wang H. (2006). Teaching Asian Students Online: What Matters and Why? PAACE Journal of Lifelong Learning. 15, 69-84.

• Zhang Z. (2014). Construction of Online Course based on FCM concept. Atlantis Press.

• Sureka A, Gupta M, Sarkar D, Chaudhary V. (2013). A Case-Study on Teaching Undergraduate-Level Software Engineering Course Using Inverted-Classroom, Large-Group, Real-Client and Studio-Based Instruction Model. Cornell University Library.

• Wan HT. (2014). Impact analysis of using OpenCourseWare to Flip the classroom -examples in Taipei Medical University [webpage]. Available from: http://conference.oeconsortium.org/2014/wp-content/uploads/2014/02/Paper_13-Taiwan-Medical.pdf

Downloads

Published

2015-10-24

How to Cite

Amutha, S., & Balakrishnan, M. (2015). Experiences and Challenges of using Flipped Classroom by Postgraduate Students: A Preliminary Comparative Study between India and Malaysia. Asian Journal of Humanities and Social Studies, 3(5). Retrieved from https://ajouronline.com/index.php/AJHSS/article/view/3186

Issue

Vol. 3 No. 5 (2015): October 2015

Section

Articles

License

  • Papers must be submitted on the understanding that they have not been published elsewhere (except in the form of an abstract or as part of a published lecture, review, or thesis) and are not currently under consideration by another journal published by any other publisher.
  • It is also the authors responsibility to ensure that the articles emanating from a particular source are submitted with the necessary approval.
  • The authors warrant that the paper is original and that he/she is the author of the paper, except for material that is clearly identified as to its original source, with permission notices from the copyright owners where required.
  • The authors ensure that all the references carefully and they are accurate in the text as well as in the list of references (and vice versa).
  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-NonCommercial 4.0 International that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  • The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.