The Views of Thai Preservice Teachers to a Flipped Classroom Approach towards Teaching a Special Education Course
DOI:
https://doi.org/10.14456/jli.2020.6Keywords:
Flipped Classroom Approach, Thailand, Preservice Teachers, Special EducationAbstract
A flipped classroom approach (FCA) has been introduced to assist students in increasing their knowledge and necessary learning skills, including higher order thinking skills. This study aimed to develop a FCA in a special education course for undergraduate students and investigate their learning experiences and satisfactions towards this teaching approach. Fifteen preservice teachers participated in a flipped classroom based course for 14 weeks. The data from a questionnaire and a focus group interview were collected and both the quantitative and qualitative data were analyzed. The participants reported that they were satisfied in learning in this course. They were able to prepare themselves for the lessons before class, which led them to understand the lesson in class much more easily as well as giving them the ability to review the lesson at their own pace. However, the students reported that the drawbacks of this approach were the time management issue, the lack of instant interaction during the lecture and technical issues with internet access. The implementation, limitation and suggestions of this FCA are discussed.
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