RESEARCH ARTICLE: Qualitative investigation of the flipped classroom teaching approach as an alternative to the traditional lecture


  • Mona Almanasef King Khalid University
  • Dalia Almaghaslah King Khalid University, Abha
  • Jane Portlock University of Sussex
  • Angel Chater University of Bedfordshire



Flipped Classroom, Traditional Lecture, Pharmacy Education, Teaching Approach, Pedagogy


Objectives: The study’s objective was to determine students’ perception of the traditional lecture and other methods of teaching and learning the students had already experienced, and to determine students’ expectations and attitude towards the flipped classroom teaching method. 

Methods: Two focus groups were conducted with 11 undergraduate pharmacy students in two pharmacy schools in the United Kingdom. Focus groups discussions were audio-recorded, then transcribed verbatim and analysed thematically using the inductive method. 

Results: Six key themes were identified: 1) teacher characteristics and competence; 2) having the right tools to learn; 3) learning can be emotional; 4) group work: what is in it for me?; 5) scaffold the delivery of teaching; and 6) to prepare or not to prepare. 

Conclusion: The flipped classroom teaching approach was thought to tackle perceived limitations of the traditional lecture including limited student engagement and the inappropriate pace of instructions. It was also deemed to help students understand the taught subject and prepare for summative assessment. 

Author Biographies

Mona Almanasef, King Khalid University

Clinical Pharmacy Department, College of Pharmacy & UCL School of Pharmacy, University College London, United Kingdom


Dalia Almaghaslah, King Khalid University, Abha

Clinical Pharmacy Department, College of Pharmacy

Jane Portlock, University of Sussex

School of Life Sciences

Angel Chater, University of Bedfordshire

Faculty of Education and Sport, University of Bedfordshire & UCL School of Pharmacy, University College London, 


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How to Cite

Almanasef, M., Almaghaslah, D., Portlock, J., & Chater, A. (2020). RESEARCH ARTICLE: Qualitative investigation of the flipped classroom teaching approach as an alternative to the traditional lecture. Pharmacy Education, 20(1), p142–150.



Research Article