Research Article

Perceptions of Ghanaian Student Teachers on Benefits and Challenges of the Flipped Classroom: A Case Study

Benjamin Aidoo 1 * , Veli-Matti Vesterinen 2 3 , Marey Allyson Macdonald 1 , Berglind Gísladóttir 1 , Svava Pétursdóttir 1
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1 School of Education, University of Iceland, Reykjavik, ICELAND2 Department of Chemistry, University of Turku, Turku, FINLAND3 Faculty of Educational Sciences, University of Helsinki, Helsinki, FINLAND* Corresponding Author
Contemporary Educational Technology, 14(4), October 2022, ep377, https://doi.org/10.30935/cedtech/12163
Published: 16 June 2022
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ABSTRACT

The views of student teachers on using the flipped classroom approach were investigated in three Ghanaian colleges of education during the 2020/2021 academic year. A questionnaire with open-ended questions was used to collect data from 143 student teachers. Responses were analyzed using qualitative content analysis. In addition, a focus group interview was taken to examine some of the issues in more depth The flipped classroom approach allowed the students to feel that they were in control of their own learning by using self-paced and collaborative learning. The approach also deepened their conceptual understanding as well as their learning skills. The student teachers also experienced three interconnected challenges, including inadequate ICT infrastructures, such as poor internet connectivity, lack of skills to use ICT, and increased workload. The flipped classroom approach can positively impact students’ learning, but educators planning to use the approach should consider the adequacy of the ICT infrastructure available.
Keywords: flipped classroom, ICT infrastructure, students, collaborative learning

CITATION (APA)

Aidoo, B., Vesterinen, V.-M., Macdonald, M. A., Gísladóttir, B., & Pétursdóttir, S. (2022). Perceptions of Ghanaian Student Teachers on Benefits and Challenges of the Flipped Classroom: A Case Study. Contemporary Educational Technology, 14(4), ep377. https://doi.org/10.30935/cedtech/12163

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