Open AccessPerceptions, behaviours, barriers, and needs of flipped classroom learning: opinions of first-year pharmacy students
Author(s) -
Pei Se Wong,
Ket Li Ho,
chee fen chia,
Sook Han Ng,
Hazwanie Hashim
Publication year - 2021
Publication title -
pharmacy education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.198
H-Index - 17
eISSN - 1477-2701
pISSN - 1560-2214
DOI - 10.46542/pe.2021.211.315322
Subject(s) - pharmacy , thematic analysis , focus group , flipped classroom , perception , class (philosophy) , medical education , psychology , qualitative research , mathematics education , medicine , nursing , computer science , sociology , social science , neuroscience , artificial intelligence , anthropology
Objective: To explore pharmacy students' experiences, barriers, and needs of first-year pharmacy students flipped classroom (FC) learning. Method: A qualitative study with focus groups was performed. Three focus group sessions with seventeen first-year pharmacy students were conducted. All sessions were audio-recorded, transcribed, and analysed for themes using an inductive thematic analysis approach. Results: Students, in general, found FC to be useful for learning and using a range of self-regulated learning strategies in the FC environment. Barriers identified were primarily to i-lectures and potentially hindered motivation and acceptance to pre-classroom preparation. Conclusions: There are students' reservations toward flipped classrooms attributed to individual motivation and barriers encountered. Students transitioning to flipped classroom approach require easy-to-learn and use pre-class learning materials tailored to students' level and preferences.