Pedagogical implications of using the flipped classroom approach in online learning for postgraduate students

Abstract

In the context of the post-pandemic, the delivery mode in higher education has increasingly shifted to online or blended learning. Flipped learning is one such instructional approach where students are provided with foundational knowledge before attending classroom sessions, enabling instructors to focus on developing higher-order thinking skills (HOTS) based on Bloom’s Taxonomy during in-class activities. Accordingly, this study explores the use of the flipped classroom model in online learning. The specific objectives of the study were to explore the nature of the flipped classroom approach, to investigate perceptions of the students in flipped learning, to investigate student engagement in flipped learning, to identify effective student practices in flipped learning, and to find out pedagogical implications of using flipped learning in online learning. A case study design was adopted to conduct an in-depth investigation involving 35 postgraduate students enrolled in the Master of Science in Information Technology in Education program at a state university in Sri Lanka. In the course “Information technology trends in Sri Lanka within a global context,”, 12 lectures were implemented over a semester using the flipped classroom approach. Learning materials, including lecture videos, presentations, and reading materials, were uploaded to the Learning Management System (LMS) one week in advance. In-class activities were designed to target higher-order thinking skills. Data were collected through participatory observation, documenting 20 classroom activities, questionnaires, and semi-structured interviews. Quantitative data were analysed using descriptive statistics, and qualitative data were analysed through thematic analysis. The quantitative data from the Likert scale indicated that 82% of the students perceived flipped learning as highly engaging and effective. When analysing qualitative data, three themes emerged: active engagement during pre-class sessions, effective facilitation of higher-order thinking during class, and overreliance on AI tools. The study concludes that the flipped classroom is an effective mode of delivery in postgraduate-level courses, as it promotes 21st-century skills such as critical thinking, creativity, and problem-solving. As this course used the flipped learning approach, it is vital to plan the in-class sessions, which cater to higher-order thinking skills and encourage students for independent learning.