Abstract
ABSTRACT Flipped classroom pedagogics has become a widely used approach within blended learning. The aim of the present study is to add students’ perspectives on the flipped classroom as used as a pedagogical method in a Swedish upper secondary school. In this qualitative study, eight students participated in focus group interviews. Problems were found both for neurotypical students as well as for a neurodiverse student. Unless special care is taken, students with neurodiversity may not be given equal opportunities for learning, in conflict with Swedish school legislation. Issues are discussed that need to be addressed when introducing flipped classroom course design at high school level.
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