Business studies teachers’ understanding and implementation of flipped learning in technology-enhanced classrooms

Abstract

There is a growing demand nowadays for teachers to shift from teacher-centred to learner-centred teaching methods. In accordance with this, novel teaching methods such as flipped learning have been devised. This study explores business studies teachers’ understanding and implementation of flipped learning in technology-enhanced classrooms. This qualitative study is underpinned by an interpretive paradigm. A phenomenology research design was adopted and six business studies teachers from six secondary schools located in the KwaZulu-Natal province of South Africa were conveniently sampled. Interviews and classroom observations were used to collect data. Thematic analysis was adopted to analyse data collected through the interviews, and data generated through classroom observations were also analysed thematically. The study found that some teachers did not fully understand and implement flipped learning. Therefore, the study recommends that teachers undergo in-service training to orientate them to novel teaching methods such as flipped learning.