Indonesian EFL Students’ Experiences in a Flipped Classroom
- https://doi.org/10.2991/assehr.k.210120.127How to use a DOI?
- flipped learning, flipped teaching, flipped classroom, blended learning
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.
- © 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/).
Cite this article
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 - https://doi.org/10.2991/assehr.k.210120.127 ID - Lestari2021 ER -