Challenges of Flipped Classroom in a Blended Learning Environment at Higher Education
DOI:
https://doi.org/10.48112/aessr.v6i1.1220Abstract
Abstract Views: 198
The fundamental idea behind the flipped classroom is the alternative method of traditional lecture in which a large amount of information is imparted to numerous students at a time. Lecturing may not be effective at promoting levels of learning beyond knowledge and comprehension. The purpose of this study was to explore the challenges faced by teachers that come across during the teaching – learning process through the method of flipped classroom in a blended learning environment. Using an exploratory design having quantitative approach, this study targeted teachers currently serving at the private and public universities in Karachi, Pakistan to collect data regarding the students’ engagement and their workload in the flipped classrooms using questionnaire. The findings reveal the increased students’ engagement yet increased workload of teaches. Therefore, the study recommends the educational institutes to arrange workshops for teachers to reduce their challenges for the implementation of the flipped classroom in a blended learning environment at higher education.
Keywords:
Blended learning environment, Flipped classroom, Higher education, Teachers’ workloadReferences
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021
Al-Balushi, S. M., Ambusaidi, A. K., Al-Balushi, K. A., Al-Hajri, F. H., & Al-Sinani, M. S. (2020). Student-centred and teacher-centred science classrooms as visualized by science teachers and their supervisors. Teaching and Teacher Education, 89, 103014. https://doi.org/10.1016/j.tate.2019.103014
Bligh, D. (1985). What's the Use of Lectures?. Journal of Geography in Higher Education, 9(1), 105-106. https://doi.org/10.1080/03098268508708932
Chen, K. S., Monrouxe, L., Lu, Y. H., Jenq, C. C., Chang, Y. J., Chang, Y. C., & Chai, P. Y. C. (2018). Academic outcomes of flipped classroom learning: a meta‐analysis. Medical Education, 52(9), 910-924. https://doi.org/10.1111/medu.13616
Chen, Y. L., Wang, Y. P., Kinshuk, & Chen, N. S. (2014). Is Flip enough? Or should we use the Flipped model instead? Computer & Education, 79, 16- 27. https://doi.org/10.1016/j.compedu.2014.07.004
Garrison, D.R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education 7(2), 95 – 105. https://doi.org/10.1016/j.iheduc.2004.02.001
Hair, J. F., Astrachan, C. B., Moisescu, O. I., Radomir, L., Sarstedt, M., Vaithilingam, S., & Ringle, C. M. (2021). Executing and interpreting applications of PLS-SEM: Updates for family business researchers. Journal of Family Business Strategy, 12(3), 100392. https://doi.org/10.1016/j.jfbs.2020.100392
Itokazu, M. A. S. A. F. U. M. I. (2019). Relationship between students’ preferences for flipped or traditional classrooms and perceived course workload. Journal of Asian Rehabilitation Science, 2, 17-22.
Johnson, L., & Renner, J. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions and student achievement. Unpublished doctoral dissertation). University of Louisville, Louisville, Kentucky.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, 37-50. https://doi.org/10.1016/j.iheduc.2014.04.003
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice, 41(4), 212-218. https://doi.org/10.1207/s15430421tip4104_2
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43. https://doi.org/10.1080/00220480009596759
Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140. https://doi.org/10.1016/j.compedu.2016.05.006
Markina, E., & Garcia Mollá, A. (2022). The effect of a teacher-centred and learner-centred approach on students' participation in the English classroom. Bellaterra journal of teaching and learning language and literature, 15(3), 0005-e1007. https://doi.org/10.5565/rev/jtl3.1007
Nederveld, A., & Berge, Z. L. (2015). Flipped learning in the workplace. Journal of Workplace Learning, 27(2), 162-172. https://doi.org/10.1108/JWL-06-2014-0044
Pakpahan, F. H., & Saragih, M. (2022). Theory of cognitive development by Jean Piaget. Journal of Applied Linguistics, 2(1), 55-60. https://doi.org/10.52622/joal.v2i2.79
Robert, L. (2012). Access Ability: Enabling Technology for Life Long Learning Inclusion in an Electronic Classroom-2000. Journal of Educational Technology & Society, 5(1), 148-153.
Rolé, S. (2024, May). Redefining Student Learning Identities: Insights into the Transformation of Identities through a Blended Learning Approach. In Proceedings of the International Conference on Networked Learning (Vol. 14). https://doi.org/10.54337/nlc.v14i1.8104
Sarmiento-Campos, N. V., Lázaro-Guillermo, J. C., Silvera-Alarcón, E. N., Cuellar-Quispe, S., Huamán-Romaní, Y. L., Apaza, O. A., & Sorkheh, A. (2022). A look at Vygotsky’s sociocultural theory (SCT): The effectiveness of scaffolding method on EFL learners’ speaking achievement. Education Research International, 2022(1), 3514892. https://doi.org/10.1155/2022/3514892
Segolsson, M., Hirsh, Å., & Bäcklund, J. (2017). The flipped classroom and student learning at compulsory school in Sweden: A longitudinal, qualitative study. Journal of Education and Practice, 8(18), 77-86.
Slomanson, W. R. (2014). Blended Learning: A Flipped Classroom Experiment. Journal of Legal Education, 64(1), 93-102. https://www.jstor.org/stable/24716075
Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute.
Subramaniam, S. R., & Muniandy, B. (2019). The effect of flipped classroom on students’ engagement. Technology, Knowledge and Learning, 24(3), 355-372. https://doi.org/10.1007/s10758-017-9343-y
Thorne, K. (2003). Blended learning: how to integrate online & traditional learning. Kogan Page Publishers.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Academy of Education and Social Sciences Review
This work is licensed under a Creative Commons Attribution 4.0 International License.
