Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, New Zealand.; Department of Medical Education & Research, Faculty of Health-Care Sciences, Eastern University, Sri Lanka..
Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, New Zealand..
J Prof Nurs. 2022 Jul-Aug;41:26-32. doi: 10.1016/j.profnurs.2022.04.001. Epub 2022 Apr 25.
Flipped classroom pedagogy is an innovative blended teaching-learning method. Prevailing evidence about flipped classroom pedagogy shows it is an effective and beneficial teaching method from the students' perspective. There is a dearth of evidence about teachers' perceptions of the flipped classroom and its implementation in low-resourced educational contexts.
To assess the university teachers' perceptions of readiness for adopting flipped classroom pedagogy in the Sri Lankan undergraduate nursing education context.
An exploratory qualitative study using focus group discussions was conducted in three public universities in Sri Lanka. The participants were 24 university teachers who were involved in undergraduate nursing education programmes in Sri Lanka. Four focus group interviews were conducted. Data were transcribed and analysed using inductive thematic analysis.
Four themes emerged. Three themes explained the teachers' perceptions of readiness for implementing flipped classrooms: educational technology, acceptability of the flipped classroom pedagogy, and the educational environment. A further theme refers to future requirements for implementing the flipped classroom.
The study revealed teachers' readiness to use flipped classroom pedagogy. Nevertheless, limited resources and existing teacher-centric practice were identified as challenges to implement the flipped classroom.
翻转课堂教学法是一种创新的混合式教学方法。现有的关于翻转课堂教学法的证据表明，从学生的角度来看，它是一种有效和有益的教学方法。然而，关于教师对翻转课堂的看法及其在资源匮乏的教育环境中的实施情况的证据却很少。
评估斯里兰卡本科护理教育背景下的大学教师对采用翻转课堂教学法的准备情况。
本研究采用焦点小组讨论的探索性定性研究方法，在斯里兰卡的三所公立大学进行。参与者是 24 名参与斯里兰卡本科护理教育项目的大学教师。共进行了四次焦点小组访谈。使用归纳主题分析对转录的数据进行分析。
出现了四个主题。前三个主题解释了教师对实施翻转课堂的准备情况的看法：教育技术、翻转课堂教学法的可接受性以及教育环境。第四个主题涉及实施翻转课堂的未来要求。
研究揭示了教师使用翻转课堂教学法的准备情况。然而，研究也发现，资源有限和现有的以教师为中心的实践是实施翻转课堂的挑战。
