Wong Wei Jin, Lee Shaun Wen Huey, Lee Ronald Fook Seng
School of Pharmacy, Monash University Malaysia, Bandar Sunway, Malaysia.
J Educ Eval Health Prof. 2025;22:2. doi: 10.3352/jeehp.2025.22.2. Epub 2025 Jan 14.
This study aimed to explore pharmacy students’ perceptions of remote flipped classrooms in Malaysia, focusing on their learning experiences and identifying areas for potential improvement to inform future educational strategies.
A qualitative approach was employed, utilizing inductive thematic analysis. Twenty Bachelor of Pharmacy students (18 women, 2 men; age range, 19–24 years) from Monash University participated in 8 focus group discussions over 2 rounds during the coronavirus disease 2019 pandemic. Participants were recruited via convenience sampling. The focus group discussions, led by experienced academics, were conducted in English via Zoom, recorded, and transcribed for analysis using NVivo. Themes were identified through emergent coding and iterative discussions to ensure thematic saturation.
Five major themes emerged: flexibility, communication, technological challenges, skill-based learning challenges, and time-based effects. Students appreciated the flexibility of accessing and reviewing pre-class materials at their convenience. Increased engagement through anonymous question submission was noted, yet communication difficulties and lack of non-verbal cues in remote workshops were significant drawbacks. Technological issues, such as internet connectivity problems, hindered learning, especially during assessments. Skill-based learning faced challenges in remote settings, including lab activities and clinical examinations. Additionally, prolonged remote learning led to feelings of isolation, fatigue, and a desire to return to in-person interactions.
Remote flipped classrooms offer flexibility and engagement benefits but present notable challenges related to communication, technology, and skill-based learning. To improve remote education, institutions should integrate robust technological support, enhance communication strategies, and incorporate virtual simulations for practical skills. Balancing asynchronous and synchronous methods while addressing academic success and socioemotional wellness is essential for effective remote learning environments.
本研究旨在探讨马来西亚药学专业学生对远程翻转课堂的看法，重点关注他们的学习体验，并确定潜在的改进领域，以为未来的教育策略提供参考。
采用定性研究方法，运用归纳主题分析法。在2019年冠状病毒病大流行期间，来自莫纳什大学的20名药学专业本科生（18名女性，2名男性；年龄范围为19至24岁）分两轮参加了8次焦点小组讨论。参与者通过便利抽样招募。由经验丰富的学者主持的焦点小组讨论通过Zoom以英语进行，进行录音并转录，以便使用NVivo进行分析。通过浮现编码和反复讨论确定主题，以确保主题饱和。
出现了五个主要主题：灵活性、沟通、技术挑战、基于技能的学习挑战和基于时间的影响。学生们赞赏能够方便地访问和复习课前材料的灵活性。通过匿名提交问题，参与度有所提高，但远程研讨会中的沟通困难和缺乏非语言线索是明显的缺点。技术问题，如互联网连接问题，阻碍了学习，尤其是在评估期间。基于技能的学习在远程环境中面临挑战，包括实验室活动和临床检查。此外，长时间的远程学习导致了孤独感、疲劳感，并渴望恢复面对面的互动。
远程翻转课堂提供了灵活性和参与度方面的好处，但在沟通、技术和基于技能的学习方面存在显著挑战。为了改善远程教育，机构应整合强大的技术支持，加强沟通策略，并采用虚拟模拟来培养实践技能。在实现学业成功和社会情感健康的同时，平衡异步和同步方法对于有效的远程学习环境至关重要。
