Pre-service teachers’ challenges and attitude toward the flipped classroom

Abstract

Technology has greatly extended the reach of students to learning materials and content. Many researchers have concluded that the traditional or face-to-face approach has outlived its usefulness and we should move to a more dynamic approach powered by technology. Such is flip learning. Although flip learning is not a new concept, the practice is relatively new in sub Sahara Africa, especially, in Nigeria, where the face-to-face approach is still widely used. Flip learning strategy frees up classroom time and gives more opportunity for students to study their learning material and content. In this current study, the main objectives were to examine the attitude of pre-service teachers towards flip learning and the challenges they faced. The study employed the descriptive research method; Questionnaires and Focus Group Discussion were used to gather data. A total of 273 pre-service teachers participated in the study. The results show that the pre-service teachers have positive attitude towards flip learning and that they also experience challenges such as poor internet connection and power supply among others.

Keywords: Flip learning, attitude, student-centred learning, pre-service teachers.