Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers

Flipped classroom model has gained increasing interest among university teachers in recent years [1] (Stohr et al.). The reason for its popularity is attributed to its bearing on Vygotsky’s constructivism theory and for the student centered approach [2] (Ziling Xu et al.). Countries in the world are...

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Hlavní autoři:	Lapina, M. A., Лапина, М. А.
Médium:	Статья
Jazyk:	English
Vydáno:	Springer Science and Business Media Deutschland GmbH 2025
Témata:	COVID-19 Online learning Flipped classroom Higher education Teacher efficacy
On-line přístup:	https://dspace.ncfu.ru/handle/123456789/29654
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id	ir-123456789-29654
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spelling	ir-123456789-296542025-02-07T12:11:00Z Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers Lapina, M. A. Лапина, М. А. COVID-19 Online learning Flipped classroom Higher education Teacher efficacy Flipped classroom model has gained increasing interest among university teachers in recent years [1] (Stohr et al.). The reason for its popularity is attributed to its bearing on Vygotsky’s constructivism theory and for the student centered approach [2] (Ziling Xu et al.). Countries in the world are affected by COVID-19 including India. Hence higher education institutes have begun their online classes. Flipped classroom teaching has been quite prevalent in Indian higher education recently. Online class initiation from higher education institutes in India has pushed faculty members to teach online and faculty have begun flipped classroom teaching online. Flipped classroom teaching in online differs from the face to face mode. There are challenges and issues while using flipped classroom in online mode by the faculty members of higher education. This leads to the present study to find out the challenges of flipped classroom teaching in online mode by teachers of higher education. The present study adopted qualitative research method. Structured interviews and focus group discussion were conducted to answer the research question. Study was able to discuss the challenges of flipped classroom in online mode. These challenges are to be dealt with by the stake holders to bring teaching efficacy. 2025-02-07T12:10:14Z 2025-02-07T12:10:14Z 2025 Статья Prakasha, G.S., Muttungal, P., Lapina, M., Taran, V. Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers // Lecture Notes in Networks and Systems. - 2025. - 1222 LNNS. - pp. 241-253. - DOI: 10.1007/978-3-031-78776-8_24 https://dspace.ncfu.ru/handle/123456789/29654 en Lecture Notes in Networks and Systems application/pdf Springer Science and Business Media Deutschland GmbH
institution	СКФУ
collection	Репозиторий
language	English
topic	COVID-19 Online learning Flipped classroom Higher education Teacher efficacy
spellingShingle	COVID-19 Online learning Flipped classroom Higher education Teacher efficacy Lapina, M. A. Лапина, М. А. Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers
description	Flipped classroom model has gained increasing interest among university teachers in recent years [1] (Stohr et al.). The reason for its popularity is attributed to its bearing on Vygotsky’s constructivism theory and for the student centered approach [2] (Ziling Xu et al.). Countries in the world are affected by COVID-19 including India. Hence higher education institutes have begun their online classes. Flipped classroom teaching has been quite prevalent in Indian higher education recently. Online class initiation from higher education institutes in India has pushed faculty members to teach online and faculty have begun flipped classroom teaching online. Flipped classroom teaching in online differs from the face to face mode. There are challenges and issues while using flipped classroom in online mode by the faculty members of higher education. This leads to the present study to find out the challenges of flipped classroom teaching in online mode by teachers of higher education. The present study adopted qualitative research method. Structured interviews and focus group discussion were conducted to answer the research question. Study was able to discuss the challenges of flipped classroom in online mode. These challenges are to be dealt with by the stake holders to bring teaching efficacy.
format	Статья
author	Lapina, M. A. Лапина, М. А.
author_facet	Lapina, M. A. Лапина, М. А.
author_sort	Lapina, M. A.
title	Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers
title_short	Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers
title_full	Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers
title_fullStr	Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers
title_full_unstemmed	Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers
title_sort	flipped classroom strategy in online teaching: challenges faced by higher education teachers
publisher	Springer Science and Business Media Deutschland GmbH
publishDate	2025
url	https://dspace.ncfu.ru/handle/123456789/29654
work_keys_str_mv	AT lapinama flippedclassroomstrategyinonlineteachingchallengesfacedbyhighereducationteachers AT lapinama flippedclassroomstrategyinonlineteachingchallengesfacedbyhighereducationteachers
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Flipped Classroom Strategy in Online Teaching: Challenges Faced by Higher Education Teachers

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