RESEARCH ARTICLE: Perceptions, behaviours, barriers, and needs of flipped classroom learning: opinions of first-year pharmacy students
DOI:
https://doi.org/10.46542/pe.2021.211.315322Keywords:
Blended learning, Flipped learning, active learning strategies, Self-regulated learningAbstract
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.
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