Flipped Classroom: Students and Teachers Perceptions on the Impact and Challenges of Implementation at Tertiary Level in Bangladesh
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study aimed to enhance the capacity of teachers at Jashore University of Science and Technology (JUST) to manage blended classes effectively by introducing them to the Flipped Classroom (FC) model. Through a series of workshops and training sessions, teachers and students explored FC concepts, methodologies, and best practices. Teachers who participated in the initial workshop began implementing FC in their classrooms, and after three months, they reconvened to discuss their experiences, challenges, and the overall impact of FC on their teaching. In addition, students from various university departments received training on FC usage. Afterward, both teachers and students completed separate questionnaires, sharing their perspectives on the FC approach. The analysis revealed mixed reactions from teachers, while students generally responded positively to FC. Teachers expressed hesitation to adopt FC, citing increased workload, limited technical knowledge, and inadequate technological support. Additionally, many teachers lacked formal pedagogical training, which compounded the challenges of transitioning to this model. Conversely, students displayed strong interest in flipped learning, with many expressing a desire for FC-based methods across all courses. In light of these findings, the study recommended providing teachers with pedagogical and technology-focused training and hiring additional staff to help reduce the current teaching workload. Overall, this study offers valuable insights for teachers, students, and educational authorities in Bangladesh, highlighting the readiness and potential benefits of FC for elevating tertiary education standards.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it