Indonesian EFL Students’ Experiences in a Flipped Classroom

DOI

10.2991/assehr.k.210120.127How to use a DOI?

Keywords

flipped learning, flipped teaching, flipped classroom, blended learning

Abstract

A flipped classroom has been widely applied in many educational fields. One of which is in English instruction. Although it has obtained more attention, studies on the flipped classrooms in Indonesian context are rarely found. The present study explored university students’ experiences who joined a flipped classroom for the first time. The study discovered the benefits obtained and their difficulties during the flipped classroom. The study employed a qualitative method. Five first-year students who joined a flipped classroom and showed active participation during the flipped classroom learning process were selected. In-depth interviews were conducted to obtain the data. Data were analyzed through thematic coding and member-checked to maintain trustworthiness. The study reported that the students could get flexibility in learning through the implemented flipped classroom and feel more ready for learning. They also perceived that flipped classrooms facilitated discussion. As for the difficulties, the students reported that learning under a flipped classroom was difficult as they could not manage their learning. They also found difficulties due to poor peer collaboration and technical problems. Some recommendations and implications for the improvement in the implementation of flipped classrooms were proposed.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Ika Wahyuni Lestari
AU  - Anggun Sundari
PY  - 2021
DA  - 2021/01/21
TI  - Indonesian EFL Students’ Experiences in a Flipped Classroom
BT  - Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020)
PB  - Atlantis Press
SP  - 218
EP  - 223
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210120.127
DO  - 10.2991/assehr.k.210120.127
ID  - Lestari2021
ER  -