Flipped Learning Pedagogy: Modelling the Challenges for Higher Education in India

Autor/inn/en	Sravat, Namita; Pathranarakul, Pairote
Titel	Flipped Learning Pedagogy: Modelling the Challenges for Higher Education in India
Quelle	In: International Journal of Learning and Change, 14 (2022) 2, S.221-240 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2875
DOI	10.1504/IJLC.2022.121137
Schlagwörter	Teaching Methods; Educational Policy; Flipped Classroom; Foreign Countries; Learning Experience; Lifelong Learning; Higher Education; Barriers; Intervention; Time Management; Incentives; Technological Literacy; Pedagogical Content Knowledge; Teacher Attitudes; College Faculty; Faculty Development; Student Attitudes; College Students; Educational Administration; India + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Flipped classrooms; Flip teaching; Inverted teaching; Ausland; Lernerfahrung; Life-long learning; Lebenslanges Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zeitmanagement; Anreiz; Technisches Wissen; Pädagogische Kompetenz; Lehrerverhalten; Fakultät; Schülerverhalten; Collegestudent; Bildungsverwaltung; Schuladministration; Schulverwaltung; Indien
Abstract	'Flipped learning' is a pedagogical approach that has the potential to enhance the learning experiences of students and inculcate life-long learning skills for the ever-changing job requirements of this fast evolving world. This study is an effort towards identifying the current state and challenges for flipped learning pedagogy in higher education institutes in India. A mixed-methods approach was adopted to address the research question 'Why are educators not adopting flipped learning pedagogy?' Altogether, 11 broad challenges were identified, which were modelled using the total interpretive structural modelling (TISM) technique. Based on this model, the awareness and willingness of management is the most important factor in implementing flipped learning. Management intervention and the facilitation of needed support can address the other underlying challenges identified in this study. The framework presented can help policy makers in India to support the adoption of flipped learning pedagogy to a greater extent. (As Provided).
Anmerkungen	Inderscience Publishers. World Trade Centre Building II 29 route de Pre-Bois Case Postale 856 CH-1215, Geneva 15, Switzerland. e-mail: editor@inderscience.com; Web site: https://www.inderscience.com/jhome.php?jcode=ijlc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01