lnu.sePublications
Planned maintenance
A system upgrade is planned for 10/12-2024, at 12:00-13:00. During this time DiVA will be unavailable.
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
A flipped learning environment: a disruptive approach for traditional classrooms?
Universiti Utara Malaysia, Malaysia.
Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.ORCID iD: 0000-0002-0025-118X
2021 (English)In: International Journal of Education, Psychology and Counseling, E-ISSN 0128-164X, Vol. 6, no 42, p. 83-93Article in journal (Other academic) Published
Abstract [en]

The primary purpose of this study was to examine whether a flipped learningenvironment was a disruption to the traditional instructional approach,particularly in consideration of the 21st-century skills that students must acquirebefore graduation. A flipped classroom is one in which students are introducedto content at home or outside classroom via technology, and practice workingthrough it at school. A qualitative research design was employed to conductthe study through a focus group approach. Nine in-service teachers, who wereparticipants in a flipped classroom pilot program in Malaysia, served on thefocus groups. Data were collected through asynchronous virtual focus groupdiscussions. The scissor-and-sort approach was employed in the data analysisprocess. Findings from the study indicated teachers believed that a flippedlearning environment maximized student learning potential, allowed forcollaborative learning, created an engaging learning environment andpromoted higher order critical thinking and problem solving skills, all suitablefor encouraging and practicing 21st century skills in the classroom. Therefore,this study showed that the flipped classroom approach disrupts the traditionallearning environment in a positive manner and avails opportunities to equipstudents with the relevant skills of problem-solving, critical thinking,collaboration, cultural sensitivity, and creativity which are essential for life-long learning and participating in a competitive 21st-century learningenvironment.

Place, publisher, year, edition, pages
Global Academic Excellence , 2021. Vol. 6, no 42, p. 83-93
National Category
Learning
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-127142DOI: 10.35631/ijepc.642008OAI: oai:DiVA.org:lnu-127142DiVA, id: diva2:1831432
Available from: 2024-01-25 Created: 2024-01-25 Last updated: 2024-01-25Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records

Mohammed, Ahmed Taiye

Search in DiVA

By author/editor
Mohammed, Ahmed Taiye
By organisation
Department of Cultural Sciences
Learning

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 39 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf