Flipped Classroom in a Collectivistic Society: Reactions & Suggestions

Abstract

Flipped classroom is an educational format that has been proven to provide many benefits. However, the format requires outspokenness and thus may not be congruent with collectivistic cultures. The present study was conducted to gain better understanding of flipped classroom in Thailand, a collectivistic country. Qualitative portion of the study employed interpretative phenomenological analysis, while the quantitative portion was conducted in quasi-experimental approach.

Fifth-year medical students and faculty members were recruited to learn and teach using a flipped classroom model in a period covering three clinical rotations, with 13 to 15 students in each. Students were required to prepare themselves with pre-class preparation materials and participate in classroom using interactive and collaborative learning formats.

Most students were able to adjust to the format within first week of implementation while most faculty members were able to adjust by their second session. Many benefits, such as engaged learning and enjoyment were mentioned by the students. Faculty members cited clearer understanding of students’ thoughts, and ease of teaching due to students’ readiness, as the main benefits. Before exposure, students tended to underestimate their abilities, a view in which many faculty members shared. However, faculty members were surprised both by the stellar performance by the students and their own lack of readiness for the new format. Potential issues in implementation of flipped classroom were raised by both groups, with suggestions as to how they could be addressed. There were no differences in examination scores between the studied group and the historical comparison.