Challenges of Flipped Learning on Students and Teachers

Flipped learning, also referred to as the flipped classroom model, is a teaching strategy in which students are exposed to new material outside of the traditional classroom setting, usually through pre - recorded lectures or online resources, and class time is used for activities that apply and reinforce the material learned. Although this technique encourages active learning and offers personalized instruction, students can still experience certain difficulties adjusting to this education strategy. Students must be willing to be accountable for their own learning outside of the classroom. To view lectures that have already been recorded, finish required readings, or use internet resources, they must effectively manage their time. For students who struggle with time management skills or who have multiple demands on their time, this level of self regulation can be difficult. When necessary, students can ask questions and seek explanation from their teachers and peers in the typical classroom setting. However, in a flipped learning setting, there may be few opportunities for in- person interaction between the students and the teacher, particularly during the asynchronous learning phase. Particularly if students run into problems or need more explanation of difficult subjects, this lack of prompt support and direction might make them feel alone and frustrated. Some students could find the difficult to remain engaged and responsible for their learning with the autonomy that flipped learning offers. Some students can be in client to postpone or skim the material without direct supervision during the initial content consumption phase. This could affect there comprehension and make it more difficult for them to fully participate in class activities. As the emphasis is more on applying knowledge and participating in collaborative activities during class time, traditional exams or test may be less useful in evaluating students understanding. It can be difficult for teachers to come up with effective evaluation strategies and deliver timely feedback, which may hinder students ability to analyse their progress and pinpoint areas for development. Teachers that use contemporary teaching strategies, like flipped learning, frequently encounter a number of difficulties. Although this approach has a high potential for effectiveness, it also process certain challenges for teachers. In addition to managing administrative work, lesson planning, grading and maintaining professional development, teachers sometimes juggle other duties as well. Developing engaging exercises, selecting online content, and giving personalised feedback all take more effort when using flipped learning. It can be quite difficult to balance this responsibilities within a finite amount of time. Modern teaching methods significantly rely on technology, but it's possible that teachers haven't had enough assistant corporate it into their lesson plans. There inability to properly produce and distribute online content, handle technical problems, a deal with students technology needs mein hinder the successful adoption of flipped learning. Due to access gaps and poor internet connectivity, students from under privileged families without have the tools they need to succeed in class. Teachers may, find it difficult to inspire and involved students who are not accustomed to this method. Their capacity to develop a variety of evaluation procedures that precisely gauge pupil's understanding may be hampered by a lack of time and resources. Incorporating the Flipped classroom approach into assessments and giving students rapid feedback may prove challenging for teachers.

Ms. Amritha Kumaran. N. T, Assistant Professor of Commerce, Al Shifa College of Arts and Science, Kizhattoor, Perinthalmanna