Abstract
A limited body of research has investigated on the factors that primarily affect the implementation of Flipped Classroom Model (FCM) at pre-university education. This study aims to uncover the contradictions that emerge when applying a whole-school FCM approach in a pre-university institution in Brunei Darussalam. The Activity Theory (AT) lens was applied to examine the intricate dynamics of FCM activities from various perspectives. Combining questionnaire data with semi-structured interviews revealed a multi-faceted view of the participants, shedding light on both the adoption and non-adoption of FCM. The discursive manifestations of the identified contradictions unveiled numerous dilemmas, conflicts and critical conflicts within the activity system. Interestingly, teachers’ positive attitude and disinterest for FCM co-exist, primarily due to the ‘conflicting’ nature of the A Level curriculum within the pre-university education system. A range of contradictions emerged encompassing disparities in pedagogical approaches, lack of ICT skills and insufficient familiarity with FCM amongst teachers. Furthermore, the study underscored contradictions evident in students’ struggle to embrace self-directed learning, coupled with a preference for procedural learning over conceptual learning, further exacerbating the conflicts within the activity system. These findings substantially contribute to our understanding of how participants are affected by contradictions inherent within and between the elements of the FCM activity system. By utilising AT as an analytical tool, educators, administrators, and researchers can proactively anticipate challenges and devise solutions to address contradictions that might hinder the effective integration of FCM within the existing pre-university education framework.
Author Information
Sahrunizam Kasah, Maktab Duli Pengiran Muda Al-Muhtadee Billah, Brunei
Muniratul-Ain Adnan, Maktab Duli Pengiran Muda Al-Muhtadee Billah, Brunei
Paper Information
Conference: ACE2023
Stream: Design
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Kasah S., & Adnan M. (2024) The Contradictions of Implementing Flipped Classrooms at Pre-university Education: An Activity Theory Perspective ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.141
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.141
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