Flipped learning in ELT: Experiences from Oman
DOI:
https://doi.org/10.24200/jonus.vol8iss2pp182-202Abstract
Background and Purpose: Flipped learning has gained significant traction as an innovative teaching and learning approach in international educational contexts. Its primary advantage lies in enabling self-directed study at home, allowing classroom time to focus on meaningful, interactive learning activities. With the onset of the COVID-19 pandemic, the abrupt shift to online teaching necessitated the widespread adoption of flipped learning approaches. This study was conducted at Dhofar University in Oman to explore the challenges faced by teachers and students during this transition and the strategies they employed to overcome these obstacles.
Methodology: A mixed-methods research design was employed, involving data collection through two questionnaires and semi-structured interviews. The teacher questionnaire received 14 responses, while the student questionnaire garnered 68 responses from the target population. Additionally, 10 teachers were interviewed to gain deeper insights into the flipped learning experience. Questionnaire data were statistically analysed and descriptively presented, while interview data were examined using thematic analysis.
Findings: The study identified several key challenges, including increased workload, insufficient training, resistance to change, limited IT skills, technical difficulties, incomplete homework submissions, and low participation in live sessions. Notably, teachers demonstrated resilience by forming peer support groups to navigate these challenges. The suggested solutions provided by faculty members are discussed in detail, with references to research from diverse educational contexts.
Contributions: Although limited in scale and specific to the context of Dhofar University, the findings offer valuable insights for educators and policymakers in international settings. The study highlights the challenges associated with flipped learning and presents coping mechanisms that can inform future practices and decision-making in similar educational environments.
Keywords: Flipped learning, ELT, challenges, solutions, higher education.
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