Abstract
Flipped classroom has been widely used in many educational institutions to promote student engagement during class time. A consensus from past research suggests that the flipped model generally can produce a higher rate of student engagement. Therefore, teachers who practise the “flip” method should be well equipped to be able to reap the benefits of flipped classroom. This study intends to study teachers’ experience with regard to the challenges and issues of utilising flipped classroom, and their strategies in responding to those challenges. The analysis of results teased out three themes on the challenges faced by the teachers, namely knowledge limitation, student involvement and planning limitations. The teachers’ responses to these challenges are also discussed. This paper concludes with a few recommendations to improve the implementation of flipped classroom in educational institutions.
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