Abstract
With the advancement of ICT in the 21st century, ICT adopted education environment and teaching approaches are introduced in Higher Education setting globally. In the year of 2020 when global education sector encountered unprecedent difficult phenomena in Covid-19 Pandemic, teachers, students, and education administrators had to familiar with the terminology of online platform, hybrid learning and Flipped Learning (FL). With this strong intervention of ICT into the Education setting, this study aims to explore the students’ experience and perception toward the FL by analyzing and interpreting interview data from the qualitative studies on FL between 2014 and 2020. This study conducted text mining analysis, and topic modeling method from the selected 102 SSCI and Scopus level research articles on FL. The result of the study categorized the findings from the pure text analysis into three themes for the FL which were ‘teacher and classroom’, ‘motivation and students’ growth’, ‘educational needs and difficulties. From the result, the study confirmed the other two key topics which are related to student’ experience and characteristics such as growth of motivation, practical challenges, and difficulties from the FL experience. The result indicates that teachers need to give attentive attention and observation to the challenges that students are encountering during the classroom activities in FL setting.
Highlights
The Flipped Learning (FL) is getting more attention in higher education setting these days [1, 2]
The FL converted old-fashioned pedagogy, which means that deliver direct classroom activity out of the class and devote more time to solve the problems in class or project-based learning [3]
Flipped learning is defined as “a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter”
Summary
The Flipped Learning (FL) is getting more attention in higher education setting these days [1, 2]. The FL converted old-fashioned pedagogy, which means that deliver direct classroom activity out of the class and devote more time to solve the problems in class or project-based learning [3] In this environment, the teacher’s role becomes a learning assistant rather than an instructor [3]. Understanding university students’ responses, including students’ perceptions and attitudes towards the quality of instruction, have been employed to enhance a quality of the instructor’s lectures [8, 9] These students’ interview responses through a qualitative research encourage the instructors to create an expertise of instruction and facilitate administrative evaluations for promotion and tenure positions [10, 11]. Six meaningful and latent topics have derived which is helpful for the successful implementation of FL in higher education
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