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




Blended learning, Flipped learning, active learning strategies, Self-regulated learning


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.    

Author Biographies

Pei Se Wong, International Medical University, Malaysia


Ket Li Ho, International Medical University, Malaysia


Chee Fen Chia, International Medical University, Malaysia


Sook Han Ng, International Medical University, Malaysia


Hazwanie Hashim, International Medical University, Malaysia



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How to Cite

Wong, P. S. ., Ho, K. L. ., Chia, C. F. ., Ng, S. H. ., & Hashim, H. . (2021). RESEARCH ARTICLE: Perceptions, behaviours, barriers, and needs of flipped classroom learning: opinions of first-year pharmacy students . Pharmacy Education, 21, p. 315–322.



Research Article