Journal
PHARMACY EDUCATION
Volume 21, Issue 1, Pages 315-322Publisher
INTERNATIONAL PHARMACEUTICAL FEDERATION
DOI: 10.46542/pe.2021.211.315322
Keywords
Blended learning; Flipped learning; Learning strategies; Self-regulated learning
Categories
Funding
- International Medical University
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Overall, students found flipped classroom beneficial for learning and utilized self-regulated learning strategies in the environment. However, barriers were identified towards i-lectures and acceptance of pre-classroom preparation. Students transitioning to flipped classroom need easily accessible pre-class learning materials tailored to their level and preferences.
Objective: To explore pharmacy students' experiences, barriers, and needs of first-year pharmacy students flipped classroom (FC) learning. Method: A qualitative study with focus groups was performed. Three focus group sessions with seventeen first-year pharmacy students were conducted. All sessions were audio-recorded, transcribed, and analysed for themes using an inductive thematic analysis approach. Results: Students, in general, found FC to be useful for learning and using a range of self-regulated learning strategies in the FC environment. Barriers identified were primarily to i-lectures and potentially hindered motivation and acceptance to pre-classroom preparation. Conclusions: There are students' reservations toward flipped classrooms attributed to individual motivation and barriers encountered. Students transitioning to flipped classroom approach require easy-to-learn and use pre-class learning materials tailored to students' level and preferences.
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