Flipped learning in information technology courses: benefits and challenges

Abstract

ABSTRACT Considering the technological developments and the changes that these developments have brought in individuals’ lives, it has become important to make some arrangements in all areas of life. It’s also important to make changes in classes for 21st century learners. For students to have 21st century learning characteristics, they need to be actively involved in the class, unlike traditionally practiced classrooms where the teacher narrates the lesson and the students take notes and listen. This study was applied in eight Information Technology courses with 454 pre-service teachers. An online interview was created to investigate pre-service teachers’ experiences with flipped learning, the factors that lead to their learning within the flipped experience, and the factors that trigger frustration with flipped learning. After 14 weeks of flipped learning experience, 371 of the students completed the interview. Instructor observations were used to validate the data gathered from the interview. The study’s findings were organised into three major categories: pre-service teachers’ views on flipped learning, factors contributing to their learning, and factors contributing to their dissatisfaction.