[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590782-105":59,"doc-detail-590782-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","pre-service-teachers-challenges-and-attitude-toward-the-flipped-classroom","Pre-service teachers’ challenges and attitude toward the flipped classroom","","Technology has expanded students’ access to learning materials and renewed calls for dynamic, technology-powered instruction. This study examines pre-service teachers’ attitudes toward flip learning and identifies the challenges they encounter. Using a descriptive research design, questionnaires and focus group discussions were administered to 273 pre-service teachers. Findings indicate positive attitudes toward flip learning alongside practical obstacles, including poor internet connection and unreliable power supply.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pre-service-teachers-challenges-and-attitude-toward-the-flipped-classroom/590782/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pre-service-teachers-challenges-and-attitude-toward-the-flipped-classroom/590782.png","ImageObject",300,407,{"name":92,"@type":93},"Stanford","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to investigate about flip learning?","Question",{"text":112,"@type":113},"The study examines pre-service teachers’ attitudes toward flip learning and the challenges they face.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected in the study?",{"text":117,"@type":113},"A descriptive research method was used, and questionnaires and focus group discussions were used to gather data.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges did pre-service teachers report?",{"text":121,"@type":113},"They reported challenges such as poor internet connection and power supply issues.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590782,1792209536,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336477552062,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","African Educational Research Journal Vol. 4(1), pp. 13-18, March 2016 ISSN: 2354-2160  \nFull Length Research Paper  \nPre-service teachers’ challenges and attitude toward the flipped classroom  \nGloria Adedoja  \nDepartment of Teacher Education, University of Ibadan, Ibadan, Nigeria.  \nAccepted 4 March, 2016  \n\n| ABSTRACT\u003Cbr>Technology has greatly extended the reach of students to learning materials and content. Many researchers have concluded that the traditional or face-to-face approach has outlived its usefulness and we should move to a more dynamic approach powered by technology. Such is flip learning. Although flip learning is not anew concept, the practice is relatively new in sub Sahara Africa, especially, in Nigeria, where the face-toface approach is still widely used. Flip learning strategy frees up classroom time and gives more opportunity for students to study their learning material and content. In this current study, the main objectives were to examine the attitude of pre-service teachers towards flip learning and the challenges they faced. The study employed the descriptive research method; Questionnaires and Focus Group Discussion were used to gather data. A total of 273 pre-service teachers participated in the study. The results show that the preservice teachers have positive attitude towards flip learning and that they also experience challenges such as poor internet connection and power supply among others.\u003Cbr>Keywords: Flip learning, attitude, student-centred learning, pre-service teachers. |\n| --- |\n| E-mail: [sadedoja@yahoo.com](sadedoja@yahoo.com). |\n\nINTRODUCTION  \nThe use of digital technologies has helped approaches in classroom instruction evolve over the years. This evolution has naturally transformed the activities in the classroom where the teacher dominates almost everything that happens to a more inclusive, student centred system where students can engage and interact with their teachers and colleagues anywhere they are through various platforms. Student-centred approach has taken root in our instructional process. Abel and Campbell (2009) state that teachers perform the function of a coach, motivating and guiding the student through the instructional process and this in turn allows for collaboration and cooperation in and outside the classroom . This system makes it possible for the needs of the students to be considered either as a group or individual and also motivates them to participate effectively in the learning process. In the same vein, Attard et al. (2010) expressed their view of this approach:  \n“Student-centred Learning represents both a mindset and a culture within a given higher  \neducation institution and is a learning approach which is broadly related to, and supported by, constructivist theories of learning. It is characterized by Innovative methods of teaching which aim to promote learning in communication with teachers and the learners and which take students seriously as Active participants in their own learning, fostering transferable skills such as problem-solving, critical thinking and reflective thinking. p. 4.  \nHowever, moving towards student centred learning entails emphasis being made on how and why a subject matter is taught and concentration is put on students learning. It places the student (learner) in the centre of the learning process while the teacher gives room for the students to learn cooperatively and independently. This according to Collins and O'Brien (2003) includes techniques such as:  \ni) Substituting active learning experiences for lectures,  \nii) Assigning open-ended problems,  \niii) Problems requiring critical or creative thinking that cannot be solved by following text examples, involving students in simulations and role plays, and using selfpaced and/or cooperative learning.  \nThis system makes students to be effective and motivated to learn because they can set the tone for their learning. Similarly, Jones (2006) explains that students do not depend","cbCainXovgkuCwOu","https://ap.wps.com/l/cbCainXovgkuCwOu","pdf",110580,"English","# Introduction\n## Student-centred learning and instructional change\n## Flip classroom and learning resources\n## Roles of teachers and facilitation\n## Definitions and learning flow in flipped learning","[{\"question\":\"What does the study aim to investigate about flip learning?\",\"answer\":\"The study examines pre-service teachers’ attitudes toward flip learning and the challenges they face.\"},{\"question\":\"How were data collected in the study?\",\"answer\":\"A descriptive research method was used, and questionnaires and focus group discussions were used to gather data.\"},{\"question\":\"What challenges did pre-service teachers report?\",\"answer\":\"They reported challenges such as poor internet connection and power supply issues.\"}]","Pre-service teachers’ challenges and attitude toward the flipped classroom | PDF",1792070395,15]