Experiencing Flipped Classroom Pedagogy in Blended Learning Environments in Bangladesh: Insights of Students’ in Public University Settings

Abstract

Background: Flipped Classroom is a form of blended teaching-learning pedagogy which focuses on engagement and active learning of the students. In order to keep pace with the quick advancement of information technology, a range of innovative teaching models such as flipped classroom and blended learning have emerged in reforming educational environment. This research aims to focus on how the flipped classroom can promote students-centered pedagogy in blended learning for the learning community. It also traces the challenges of flipped classroom in blended learning environments. Methodology: This research employed survey as research strategy. To collect data, a structured questionnaire, using five point Likert scale, was designed. A survey has been conducted through distributing the questionnaire purposively among 200 students of social science faculty from University of Rajshahi in Bangladesh. After getting the filled in questionnaire, SPSS software package (version 30.0) and MS Excel were used to analyze the data. Results: Findings reflect that majority of the respondents’ get better understanding on the class lecture contents through attending the flipped classroom that enables them to be more meticulous in learning. The respondents agreed (M=3.83) that blended learning would increase their capacity of learning. The most commonly used learning tools for promoting pedagogy in flipped classroom are smart phone, laptop, and computer. In terms of creating effective flipped class room in blended learning environment, most of the respondents agreed (M=4.01) that they need to construct in-class activities that spark pre-class engagement in creating educational content for flipped classroom. However, difficulties in access to and upload/download of course materials, lack of proficiency of the instructors, and hard to use the interface are considered as crucial challenges of flipped classroom for promoting pedagogy in blended learning environment in the public universities of Bangladesh. Implications: This study hopes to create a new dimension to identify appropriate pedagogical practices for learners of blended learning using a flipped classroom model. However, this research would provide guidelines for the educational institutions, policy makers as well as academia about how to formulate learner-centered pedagogy through flipped classroom approach for different levels of learning community.