First-year university students' perspectives and experiences of the flipped classroom strategy in a technology course

Roland Birbal, Iris Hewitt-Bradshaw



Research suggests that the flipped classroom is a successful strategy for enhancing student learning. This qualitative study examined first-year students' perceptions and experiences of the flipped classroom for the delivery of a technology course at a Caribbean university. The discussion-focused flipped model was used, and data were collected using open-ended questionnaires, focus group interviews, and a review of the Blackboard Course Management System course statistics. The theoretical framework for analysis included Bristol's (2012) theory of plantation pedagogy; constructivism as espoused by Savery and Duffy (1995); and Bandura's (1995) theory of self-efficacy. Findings suggest that perceptions and experiences of the flipped classroom strategy were mixed, and students felt challenged by its use. Students participated minimally in online discussions, and few read online resources. Furthermore, classroom discussions were still mostly teacher directed as many students experienced a high level of fear and anxiety with in-class presentations. A reliance on educators as the main source of knowledge persisted, with reluctance by some to assume an independent role in their learning. We conclude that although students generally approved of the strategy, their experiences of schooling in an authoritarian, post-colonial education system challenge its effective use without additional support for students


Flipped Classroom; Plantation Pedagogy;Learning Management System;Blended Learning; Constructivism

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