Malaysian Teachers’ Perception and Challenges Towards the Implementation of Flipped Learning Approach

Hashim, Nurul Ainna; Shaari, Nurliana Dalila

doi:10.37231/apj.2020.3.2.196

Cited by 10 publications

(10 citation statements)

References 10 publications

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“…They relied on videos from YouTube and other online video materials, which sometimes are not well aligned with the lessons taught. Previous studies have reported a lack of literacy skills and competency in technology for learning as a drawback to the flipped classroom [76][77][78][79] Providing adequate and prompt feedback to students is essential to the flipped classroom approach as it helps reduce students' frustrations [80]. In this study, teacher educators found it challenging to communicate, interact, monitor students' online activities, and provide timely feedback due to large class sizes.…”

Section: Challenges and Barriers When Implementing A Flipped Classroommentioning

confidence: 85%

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Aidoo

Macdonald²,

Vesterinen³

et al. 2022

Education Sciences

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During the COVID-19 pandemic, educators changed their pedagogic practices, developed new teaching sequences, and blended learning approaches such as the flipped classroom. Claims have been made that the flipped classroom influences student motivation, enhances active engagement and class participation, and improves academic performance. Three teacher educators were invited to develop flipped instructional materials for chemistry teacher education. The materials included course plans, online videos, tasks, teaching, and online and face-to-face instruction learning sequences. Opportunities and barriers to using the flipped classroom approach for Ghanaian chemistry teachers were found. Teacher educators were interviewed before and after running the course using the developed instructional materials. The interviews were then analyzed to identify the teachers’ rationale, the opportunities, and the challenges of using the flipped classroom. Teacher educators found that integrating technology into their classrooms can enhance their ICT skills and that of their students. Educators believed flipped instructions could promote student-centered learning where students take responsibility for their learning, where and when it is most convenient. The teacher educators perceived that the approach helped students take an active role in their learning and enhance their participation. They also felt that it improved academic performance. Teacher educators also noted that their workload was reduced, and they had more time to interact with students. Some barriers and challenges were recognized as well. In the interviews, the teacher educators described how inadequate ICT infrastructures, such as poor internet connectivity and lack of ICT equipment, limited the use of the flipped classroom. The study provides suggestions for future research that can contribute to understanding the practical application of the flipped classroom approach.

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Section: Challenges and Barriers When Implementing A Flipped Classroommentioning

confidence: 85%

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Aidoo

Macdonald²,

Vesterinen³

et al. 2022

Education Sciences

View full text Add to dashboard Cite

show abstract

“…In this study, some respondents highlighted the need for the Ministry of Education to develop a holistic education blueprint to deal with the acceleration of digital education caused by the pandemic, as they believed that blended learning would be the new normal for future education systems. Previous studies mentioned that integrating ICT in the teaching and learning process remained challenging for many teachers and students in Malaysia [27,38]. One of the causes of this phenomenon is the lack of ICT infrastructure in schools.…”

Section: The Role Of Governmentmentioning

confidence: 99%

Experiences of Parents and Teachers with Virtual Classrooms during the COVID-19 Restrictions: A Study Focusing on Inclusive Education in Malaysia

2022

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The COVID-19 pandemic has resulted in emergency remote teaching in many countries. In Malaysia, not all households were prepared for remote teaching. This has caused some groups of students to be left out. Therefore, in this study we aim to investigate the experiences of parents and teachers concerning inclusiveness of the education delivered via virtual classrooms during the pandemic time in Malaysia. Questionnaires were distributed online to gather feedback from parents, teachers and anyone having both roles. 379 respondents completed the questionnaire. The findings indicate that stable Internet access, adequate information and communications technology (ICT) competencies among teachers and parents, and a more holistic role of the Ministry of Education could contribute to implementing a more inclusive remote teaching. Statistical data showing significant associations suggest that parents and teachers having master’s degree and above tended to be more concerned with providing inclusive remote teaching to the students. Readiness in making virtual classrooms more inclusive was higher among those teaching science and mathematics subjects than those teaching art and humanities subjects. An implication of this study is to guide the implementation of digital teaching and learning in the future, considering the involvement of policy makers, researchers, teachers, and parents.

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“…The majority of flipped classroom parents noticed healthy communication inside the flipped classroom. Hashim and Shaari (2020) found that teachers commonly agreed that flipped classroom has more advantages over the traditional classroom. However, the effectiveness is dependent mainly on the adequacy of administrative support, sufficient resources, and facilities supplied.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Generation Alpha has more exhibit behavior than Generation Z; their learning track is fast but quickly bored. Similarly, Hashim and Shaari (2020) noted that the flipped classroom pedagogy suits the learning behavior of millennium and Generation Z because of immediate learning responses and feedback. The unexpected COVID-19 situation causes lots of social change.…”

Section: Introductionmentioning

confidence: 99%

Recent Trends of Blended Learning and Flipped Classroom in Malaysia

Tan¹,

Zakuan²,

Aziz³

2022

AWEJ

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The classroom is where the student and teacher interact, while traditional education uses a Face-to-Face classroom. The unprecedented COVID-19 forced education to shift into an online classroom. Still, numerous researches demonstrate that the pedagogical quality in online classrooms is thus compromised as the educators tend to convert existing face-to-face curriculum that less prioritize intellectual interaction into online ways. Blended learning is not a new yet effective teaching pedagogy, which seems suitable to overcome the challenges as mentioned above as it is a combination of traditional and online modes. Thus, this article summarizes the current trend of blended learning implementation in the Malaysian setting into valuable insight for the practitioner to redesign their pedagogy to meet new norms. This paper assessed and analyzed a total of 22 recent publications that extracted from the Web of Science Database based on three themes that are participant, instrument, and disciplinary. All researches address higher education context, mainly the students’ perspectives and neglecting other stakeholders’ perspectives. Blended learning is proven practical in multidisciplinary but independent curriculum, and pedagogy redevelopment is mandated. The quantitative methodology is preferable by the researcher in the identification of critical governing factors. Overall, the context of blended learning development in Malaysia remains progressively developing by time. In conclusion, the practice of blended learning implementation is getting diffused in Malaysia due to its flexibility and versatility. However, such effective pedagogy lay on collaborative efforts between various stakeholders, including educators, students, institutional management, policymakers, and parent.

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Malaysian Teachers’ Perception and Challenges Towards the Implementation of Flipped Learning Approach

Cited by 10 publications

References 10 publications

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Transforming Teaching with ICT Using the Flipped Classroom Approach: Dealing with COVID-19 Pandemic

Experiences of Parents and Teachers with Virtual Classrooms during the COVID-19 Restrictions: A Study Focusing on Inclusive Education in Malaysia

Recent Trends of Blended Learning and Flipped Classroom in Malaysia

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