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Qualitative investigation of the flipped classroom teaching approach as an alternative to the traditional lecture

  • Mona Almanasef
    ,
  • Dalia Almaghaslah
    ,
  • Jane Portlock
    ,
  • Angel Chater
  • King Khalid University
    ,
  • University of Sussex
Research Output: Contribution to journal Article Peer-review

Open access

Abstract

Objectives: The study’s objective was to determine students’ perception of the traditional lecture and other methods of teaching and learning the students had already experienced, and to determine students’ expectations and attitude towards the flipped classroom teaching method. Methods: Two focus groups were conducted with 11 undergraduate pharmacy students in two pharmacy schools in the United Kingdom. Focus groups discussions were audio-recorded, then transcribed verbatim and analysed thematically using the inductive method. Results: Six key themes were identified: 1) teacher characteristics and competence; 2) having the right tools to learn; 3) learning can be emotional; 4) group work: what is in it for me?; 5) scaffold the delivery of teaching; and 6) to prepare or not to prepare. Conclusion: The flipped classroom teaching approach was thought to tackle perceived limitations of the traditional lecture including limited student engagement and the inappropriate pace of instructions. It was also deemed to help students understand the taught subject and prepare for summative assessment.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 142-150

Journal (Volume, Issue Number)

Pharmacy Education (Volume 20, Issue 1)

Publication milestones

  • Accepted/In press - 20/04/2020
  • Published - 15/06/2020

Publication status

Published - 15/06/2020

ISSN

1560-2214

External Publication IDs

  • handle.net: 10547/623958
  • Scopus: 85089381063

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