Watinee Amornpaisarnloet
Research Group in Academic and Behavior Interventions for Learners with Special Needs, Faculty of Education, Chulalongkorn University
E-mail : [email protected]
Received : Jan 9, 2020 Revised : Apr 4, 2020 Accepted : Apr 28, 2020
Abstract
A flipped classroom approach (FCA) has been introduced to assist students in increasing their knowledge and necessary learning skills, including higher order thinking skills.
This study aimed to develop a FCA in a special education course for undergraduate students and investigate their learning experiences and satisfactions towards this teaching approach.
Fifteen preservice teachers participated in a flipped classroom based course for 14 weeks. The data from a questionnaire and a focus group interview were collected and both the quantitative and qualitative data were analyzed. The participants reported that they strongly want to receive the knowledge from this course (M = 4.87, SD = .352). Similarly, the result shows that the students strongly satisfied this FCA (M = 4.50, SD=.347) while the students gave value to this teaching and learning approach in a high level (M = 4.25, SD = .361). The participants reported that they were able to prepare themselves for the lessons before class, which led them to understand the lesson in class much more easily as well as giving them the ability to review the lesson at their own pace. However, the students reported that the drawbacks of this approach were the time management issue, the lack of instant interaction during the lecture and technical issues with internet access. The implementation, limitation and suggestions of this FCA are discussed.
Keywords: Flipped Classroom Approach, Thailand, Preservice Teachers, Special Education
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A flipped classroom approach (FCA) is an active learning approach that brings the learning activities into the classroom and replaces the one-way communication session (a traditional lecture) with self-study at the students’ home (Bergmann & Sams, 2012). In other words, a FCA focuses on the students’ participation in class after having first assigned them to study the contents outside the classroom using resources provided online, such as videos and websites (Roehl, Reddy, & Shannon, 2013). This then leads to an increased processing period for the students who, having received the information/content, then have time to practice their higher order thinking skills, such as critical thinking, in the classroom. Studies have found that a FCA enhanced the level of active participation by the students and allowed them to experience a more meaningful learning (Bates & Galloway, 2012; Bishop & Verleger, 2013;
Eichler & Peeples, 2016; Jaster, 2013). Recently, FCAs have been increasingly employed and investigated for their effectiveness in teaching and learning at the higher education level, although this has mainly been conducted in western countries ( Bohaty, Redford, & Gadbury- Amyot, 2016 ; Eichler & Peeples, 2016; Kay & Kletskin, 2012; McLaughlin et al. , 2014;
Triantafyllou & Timcenko, 2014). Ranging from the Science and Social Science to the Humanity fields, a FCA has been adopted and adjusted to the core content of each field ( Bohaty et.al., 2016; Butt, 2014; Eichler & Peeples, 2016; Vaughan, 2014). For example, Kay and Kletskin (2012) used a FCA in their calculus course for undergraduate students using a video clip as a tool for individual students to self-study in order to improve their related skills. McLaughlin et al.
(2014) investigated a FCA for teaching first-year pharmacy students in order to increase the classroom participation. The students were assigned to study online and read an article before coming to class. Then, they were quizzed and paired with partners to reflect what they had learned with the support of the lecturer. At the end of the class, all the students discussed and presented the topic and were then quizzed again afterwards. Eichler and Peeples (2016) used FCA fpr large groups of students enrolled in chemistry courses in order to increase active learning and student outcomes.
Generally, such research has revealed the advantages of a FCA. The first advantage was in learning management, where a FCA assists the students to review the lessons and to customize the speed of study (such as watching video clips) with respect to their own needs ( Akçayır, & Akçayır, 2018; Bergmann & Sams, 2012). Moreover, FCAs increase the teacher- student interaction during the classroom sessions, such as one- to- one teaching or group teaching, for subjects when the students required more support (Bergmann & Sams, 2012).
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Consequently, this builds an opportunity for the teacher to communicate and interact with his/her students, creating a classroom atmosphere where the students actively work together as a group and decreasing undesirable behaviors ( Akçayır, & Akçayır, 2018; Bishop & Verleger, 2013; Jaster, 2013).
In terms of teaching and learning, a FCA was reported to help teachers to recognize the individual student’s needs, which could then be used to provide the appropriate support to each student ( Eichler & Peeples, 2016). Some students may learn fast while others may need additional assistance or guided practices to master the lesson, and so teachers can adjust the content if students have already understood the lesson and present new topics for them (Fulton, 2012). In addition, teachers used less time in preparing the lesson and had more time to provide class activities for students to learn meaningfully, which led to a more sustained knowledge of the students (Blair, 2012).
Several research reports have also claimed that a FCA provided beneficial improvements to the students’ skill levels (Akçayır, & Akçayır, 2018). For instance, Herreid and Schiller (2013) examined the teachers’ attitude towards using a FCA in science lessons in the United States. They found that a FCA enhanced the students' thinking skills in and out of the classroom by involving more student participation in the classroom. Enfield (2013) studied a FCA in a web design course, and found that the students reported an increased ability to self- study and perceived more about their learning potential. However, it was noted that in order to obtain these advantages the teachers had to prepare the lesson well and motivate the students to learn because the students’ require good self-management skills for this approach.
Scholars have pointed out some disadvantages of using a FCA. Because it is such a new approach that many students may not be familiar with, failing to prepare the students before conducting the class may cause some difficulties for the students (Akçayır, & Akçayır, 2018; Herreid & Schiller, 2013). Indeed, Bergmann and Sams (2012) suggested that students should first be prepared for basic learning skills related to using a FCA, such as taking notes, optimal use of the video functions (or other out-of-class study media) and arrangement of their work environment to diminish distractions during their self-study. Moreover, students are not able to ask any questions while performing the self-study (such as watching the video clip), which without clarification may create confusion for some students, while others may feel bored. Another drawback is the technical issue that students/users may sometimes be
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unable to access the media, such as the video clip, (e.g. poor or no internet access) and fail to solve the problems on their own. In addition to those issues that may happen outside the class, Triantafyllou and Timcenko (2014) stated that there would be a time when students had not prepared themselves for the in-class lesson, and so they will have a difficult time in participating in the class activities and may fail to follow the topic.
Therefore, even though a FCA is promising method to prepare students to be more active in learning, increase their learning and thinking skills and allow them to practice and master the content more in class, to attain this, teachers are required to plan and design the lesson well to ensure that their students are prepared for this approach before implementing it. Similar to in other countries, a FCA has just been introduced into Thai schools and universities over the past few years where cultural context may be different from many western countries used FCA. Most of the studies in Thailand have focused on effects of FCA towards student academic achievement using quantitative research methodology eg. , Kupongsak, 2017; Sattrapruek, 2017; Seubsom & Mheeplad, 2017). For example, Seubsom and Mheeplad (2017) developed the course using FCA via google classroom and found the students’ achievement has increased significantly after finishing the course. Kupongsak (2017) found that the students who took the course using FCA had gained higher academic achievement than the ones who were taught by traditional approach. However, none of them has investigated students’ experiences towards FCA using qualitative research methodology in order to gain students’ insight perception. Thus, this study aimed to develop a course within the higher education section using a FCA and investigate the Thai preservice teachers’ perception towards FCA in depth.
Methods Participants
Fifteen preservice teachers enrolled in a behavior problems of children with special needs course in 2016 academic year were asked for their consents to be involved in the study.
All of them agreed to participate in the study. Fourteen of the participants were female and one was male. Because this course was a selective course, there were Eight (53.3%), five (33.3%) and two (13.3%) of the participants in their 3rd, 2nd and 4th year, respectively, of a Bachelor of Education program. Furthermore, the majority (10; 66.7%) of them were in a special education major. None of them had prior experience of a FCA.
111 Instruments
Two instruments were developed based on a review of the literature. First, the questionnaire was designed to collect information regarding the (a) participants' demographics, (b) information of learning behavior in the course and students’ view toward FCA and (c) open-end questions towards the experience in FCA. Second, a focus group interview protocol was created to collect in-depth data from group perspectives using at the end of this study.
Six questions, focused on the use of the FCA that the participants had experienced in the course, were asked. The interview questions had previously been reviewed and checked for their relevance and accuracy by three independent experts in educational research. All suggested changes were made and the revised questions were checked again by the experts.
Implementing the FCA
The researcher was the one who conducted the FCA course. The course design was based from related literature reviews and had a duration of 14 weeks with one 2-h class session per week. For the first week, the lecturer conducted an orientation session in order to introduce students to the FCA and give them preparation and study tips since they had not experienced a FCA before. In each week, the lecturer uploaded the 20–30 min lecture video on each topic on the web-board and assigned the students to watch it during the week before the next class. In the classroom, several learning activities were employed to allow the students to practice their skills and elaborate on the topic that they had been studying by themselves. These activities included group discussion, role play, game, field- trip, case discussion and presentation, during which the lecturer acted as a facilitator.
Data collection
Data collection began on the first week of the second semester. The learning notes were recorded after the class session. At the end of course, the questionnaire was sent to the participants to complete in order to gather their perception towards the course. Then, all participants were invite to participate in a focus group interview. The focus group interview was divided into two groups and conducted for 1 h by a trained assistant researcher in order to avoid any possibility of coercion of the individual in the focus group interviews.
112 Data analysis
Data from the questionnaire were analyzed using descriptive statistics. For qualitative data, the Nvivo 11 software was employed to prepare the qualitative data for coding. The data gathered from the focus group interview were transcribed by the researcher into the computer software as a text file. A second trained person, who was a Master degree candidate, was employed as a checker in order to verify the accuracy of the transcript. Inter- rater agreement was 99.3%. After importing all qualitative data into Nvivo 11, the analytical process was conducted. The initial codes in Nvivo 11 were developed using a deductive code development strategy. Then, both the focus interview transcript and qualitative data from the questionnaire were coded by the researcher. Later, addition codes were added as an inductive strategy. The categorizing and theming then involved grouping the codes and producing themes to analyze.
Results
Table 1 shows the participants’ learning behavior after studying the recorded video clip for the week before the class, for 14 weeks. It was found that 60% of the students studied the clip for 30–60 min, while 33.3% took less than 30 min to complete the study time. Most of them watched the video clip at their home, except for one student who watched it at the library. While watching the video clip, all the students repeated watching the clip or part of it if they did not fully understand the content. Most (86.7%) of them paused the clip when needed and 66.7% took short notes. Only 13.3% paid attention to watch the complete clip without doing anything else. Most (66.7%) of the students watched each video clip twice on average, while some (26.6%) watched the clips only once.
Table 1 Frequency and percentage of participants’ learning behaviors when studying a video clip over a week
Item Frequency
(N = 15)
% 1. Time spent watching the clip during a week
< 30 min 5 33.3
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Item Frequency
(N = 15)
%
30–60 min 9 60.0
1–2 h 1 6.7
> 2 h 0 0
2. Study location for watching the clip
Accommodation 14 93.3
Library 1 6.7
3.* Activity when watching the clip
Take short notes 10 66.7
Pause the clip when needed 13 86.7
Take short questions in a notebook 0 0
Re-watch the clip if not understood the topic 15 100.0 Watch the clip without doing anything else 2 13.3 4. Frequency of watching a clip
Once 4 26.7
Twice 10 66.7
≥ 3 times 1 6.7
* Note that participants could select more than one item
Table 2 presents participant’s views towards a flipped classroom that they have been engaged. There were divided into three aspects according to affective domain of Blooms’
taxonomy including (a) receiving phenomena, (b) respond to phenomena and (c) valuing. For the first aspect, receiving phenomena, the students reported that they strongly want to receive the knowledge from this course (M = 4.87, SD = .352). Similarly, the result shows that the
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students strongly respond to this teaching and learning approach (M = 4.50, SD=.347) while the students gave value to this teaching and learning approach in a high level (M = 4.25, SD = .361).
In respond to phenomena, it was found that the students believed that they have highly participated in the class activity (M=4.93, SD .258) which most of them were strongly agreed (93.3%). Next, they reported that they submitted the assignment (M=4.87, SD .352) which 13 of them strongly agree (86.7%) and most of them (10) reported that they watch the clips before the class (M=4.53, SD .743). However, it is found that the students perceived their levels of responding behaviours during watching clips differently when compares to their responds during in classroom. For example, there was only one student who strongly agreed that she actively watch a clips while the other ten students were only agreed with it.
For valuing in this FCA course, the 14 students perceived this teaching approach provided an opportunity in practicing relevant skills such as thinking skills, discussing skills, teamwork skills more than a traditional approach. This value item gained as the highest Mean scores in this teaching approach (M=4.93, SD .258). The second Mean scores was that this FCA provided more benefits to them to completing a task in class where a teacher was a facilitator than doing by themselves at home (M=4.87, SD .352). There were 13 students who strongly agreed (86.7%) with this while two students agreed with (13.3%). However, data show that the students perceived their improvement in time management skills was the lowest value that they received from this approach (M=3.73, SD .799). Ten out fifteen students agreed that their time management skills (53.3%) has improved while others reported that their skills have not improved (26.7%).
Table 2 Participants’ views towards a flipped classroom approach
Items Frequency (%) M SD
1 2 3 4 5
Sub-area1: Receiving phenomena 4.87 .352
1. I want to receive knowledge from this course
- - - 2
(13.3%) 13 (86.7)
4.87 .352
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Items Frequency (%) M SD
1 2 3 4 5
Sub- area 2: Responding to phenomena
4.25 .361
2. I actively watch a clip - - 4 (26.7%)
10 (66.7%)
1 (6.7%)
3.80 .561
3. I pay attention when a teacher was lecturing
- - 3
(20.0%) 7 (46.7%)
5 (33.3%)
4.13 .743
4. I watch the clips before the class - - 2 (13.3%)
3 (20.0%)
10 (66.7%)
4.53 .743
5. I note down or summarize of what I have learned from the clips
- 4
(26.7%) 5 (33.3%)
4 (26.7%)
2 (13.3%)
3.27 1.033
6. I participate in the class activities - - - 1 (6.7%)
14 (93.3%)
4.93 .258
7. I submit the assignments - - - 2
(13.3%) 13 (86.7%)
4.87 .352
Sub-area 3: Valuing 4.50 .347
8. I have learned things much more when compare to a traditional approach
- 1
(6.7%) 2 (13.3%)
3 (20.0%)
9
(60%) 4.33 .976
9. I have more time to learn and practice skills by engaging in class activities.
- - 1
(6.7%) 3 (20.0%)
11
(73.3%) 4.67 .617
10. I have learned much more about IT and media in learning and teaching.
- - 1
(6.7%) 6 (40.0%)
8
(53.3%) 4.47 .640
11. I am realized that this course will be beneficial when I am a teacher at school
- - - 3
(20.0%) 12
(80.0%) 4.80 .414
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Items Frequency (%) M SD
1 2 3 4 5
12. I understand the content much faster and easier than before
- 1
(6.7%)
- 9
(60.0%) 5
(33.3%) 4.20 .775 13. I received more benefits to
completing a task in class where a teacher was a facilitator than doing by themselves at home
- - - 2
(13.3%) 13 (86.7%)
4.87 .352
14. I have an opportunity in practicing relevant skills such as thinking skills, discussing skills, teamwork skills more than a traditional approach
- - - 1
(6.7%) 14 (93.3%)
4.93 .258
15. I am better at managing time in this semester
- 1
(6.7%) 4 (26.7%)
8 (53.3%)
2
(13.3%) 3.73 .799
Mean 4.43 .278
Qualitative data
The qualitative data on the students’ perspective towards this FCA course was divided into the four main themes of the (i) advantages , (ii) obstacles in using a FCA, (iii) changes in the students’ behaviors and (iv) suggestions for improvement.
Theme 1: Advantages of using a FCA
The students reported that there were advantages in participating in a FCA. They discussed the preparation prior to class, the opportunity to practice their skills and learning contents, and to review them after class.
(a) Preparation prior to class
Most of the participants (n = 10) reported that having the assigned task (video clip) for them to self-study before class helped them to develop their understanding of the new topics prior to their introduction in the class. This preparation led the students to be ready for the
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in-class activities. Students who were not in a special education major also noted that the keyword sheets that were provided for them made the contents much easier.
“This helps me to know that this course is not too hard to understand even though I am not from the special education major”
Data from the focus group revealed that the FCA helped them to prepare short notes from the lecture, whereas they may have missed some of these points if they were taught in a traditional lecture.
(b) Opportunity to practice skills and learning contents
All participants stated that this FCA enabled them to understand the contents more easily in class as well as that it gave them more opportunities to be involved in a wide range of class activities other than just sitting and listening to the teacher. They perceived that the in-class activities assisted them to practice skills related to the course, such as observation and analysis skills that led them to see the real objectives and how to use these skills in real contexts.
“When you were listening to the lecture, you just sit and watch but, for this FCA you have the opportunity to practice what the lecturer said in the slides with hands on experience. We have to think and act which lead us to have more understanding of the topic”
Just over half of the participants ( n = 8) reported that group activities, such as discussion, case discussion, games and more, can close the gap between the text book and real practice by allowing them to exchange their knowledge with other students in class. This also created a fun and attractive class atmosphere compared to a traditional classroom.
“I had a bad impression from an educational psychology course last semester but this course helped me to change my mind in psychology. Yes, I turn to like learning about psychology a lot. There were many activities in classes that the lecturer provided. I found that all of them were very fun and useful. The atmosphere was relaxed and without pressure, in which I felt quite safe to participate in class.
Actually, this is my first time to learn with flipped classroom.”
(c) Reviewing after the class
Most participants point out that reviewing the lesson after the class is another advantage of this FCA. They stated that its flexibility of being able to restudy whatever aspect wherever and whenever allowed them to be able to review and re-study the topics.
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“When I felt confused with particular topics, I just easily re-watched the clip again.
This is very helpful for me especially for preparing for the exam.”
In the focus group, one third of them (n = 2) called this a customized benefit, where the individual can adjust the way they study with the clip on their own. For example, some might like to watch at a fast speed on a topic that they are already good at, while others can pause or rewind the clip on the topic that they need more time to understand. Moreover, they said that it allowed them to take short notes more easily than in a lecture as they could pause the clip whenever they wanted.
Theme 2: Obstacles to using a FCA
The participants reported several drawbacks that they found with a FCA, including a lack of prompt interaction with the teacher, issues in time management and technical issues.
(a) Lack of prompt interaction with the teacher
Several students (n = 3; 20%) discussed the limited communication with the teacher during their self-study. This affected them when they had some difficulty in a topic and needed additional advice from the teacher promptly. Furthermore, they often forgot to ask the teacher to clarify these points when they came into the class.
(b) Issues in time management
Most participants (n = 10; 66.7%) reported a time management issue. They said that they were unable to handle the time very well due to their work overload from other courses.
This was especially the case when the final examination was coming, when they often failed to manage their time for self-study and had to multitask during the video watching period.
Some of them stated that they sometimes forgot to watch the video before the class and so they had to do it after the class and just try to get the best out of it from the in-class activities.
“There are two e-learning courses in this semester and this FCA course, so I don’t have enough time to watch the clip properly.”
“Sometimes I forgot to watch the clip. Then when I came to the class, I had no idea about what they were talking about. After that, I have to remind myself to watch the clip before the class.”
(c) Technical issues
One third of the participants (n = 5) pointed out technical issues, and in particular problems with internet connections that affected the link to open the clip video. They said
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that sometimes there was a problem connecting to the Wi-Fi or internet connection at their home, which interrupted their plan of study. However, some of them stated that this could be solved by pre-downloading the video ready to watch later during the week.
Theme 3: Changes in the students’ behavior
The participants discussed changes in their behavior that they found after completing this course, and these were their thinking skills, learning habits and time management skill.
(a) Thinking skills
A slight majority of the students (n = 8) said that this course built their thinking process via active group activities, such as case discussions. Because the course was designed to encourage and improve their thinking skills as well as providing a supportive class atmosphere, this made them eager to express their idea to the group, question the teacher and discuss with classmates.
“There are always the activities that push us to think critically and discuss on the topic. The lecture makes us feel safe and fun at the same time. She always challenges us with interesting questions”
“Activities in class give us time to think and discuss with classmates. This could not happen in a traditional classroom due to time issues.”
(b) Learning habits
The students reported that they found they had more responsibility, were eager to learn and encouraged to self-study. They stated that this was because the FCA required self- management skill, they felt that they were more responsible and keen to learn things by themselves. They also said that they were motivated in learning this course because they felt that they understood the topics easily through activities in class even though sometimes the topics were hard or complicated.
(c) Time management skill
Most students (n = 10) stated that this course also taught them time management skills, and their time management skill was improved because of this course. Some said that they set an extra hour aside for self-study in their weekly schedule. However, there were some students that felt unsatisfied with their time management skill in this semester, but said that this course was a good lesson to learn how to improve their time management for next semester by prioritizing tasks that are important first.
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Theme 4: Suggestions to improve the FCA course
Suggestions from the participants towards improving this FCA were divided into the two main topics of the adjustment of the FCA and the improvement of the self-study video clips.
(a) Adjustment of the FCA
About a quarter of the participants (n = 4) suggested that even though they were satisfied with this FCA, they wanted the lecturer to adjust the course by blending both a FCA and traditional lecture approach together. The lecturer could use a traditional lecture format at the beginning of the course to help students who are not familiar with the FCA to adjust themselves first. From another point, the use of a traditional approach in the last part of the course would be advantageous because at that time most students are usually overwhelmed with assignments and tasks from other courses.
(b) Improvement of the self-study video clips
The students suggested several ways to improve the quality of the video clips. For example, the length of the video clip should not be more than 20 min in order to maintain the attention of the viewers. The handout should be handed to the students one week before the class. This would help the students when watching the clip. Lastly, they preferred the video clip to include the facial expression of the lecturer if possible.
Discussion
The present study investigated the perception of 15 Thai students’ towards a FCA course in a higher education setting. The result showed that the FCA assisted them to prepare before the class and provided new opportunities to practice and explore aspects of the topics.
This may be because most participants followed the instructions that the lecturer had advised in learning with a FCA, as seen from the finding that the majority of the students had watched the video clip and participated in the class activities. The participants reported that the class activities helped them correct any misconception that they might have obtained during self- study. Similar to previous research (e.g., Fulton, 2012; Herreid & Schiller, 2013), the FCA was found to enhance the abilities of the learners in understanding the topics in the course.
However, the present study found that one of the negative issues that the students reported was poor time management, and especially it was difficult for them to manage their time to
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self-study during the week when the examination period was ahead. This issue has also been found in previous studies. For example, Kim, Kim, Khera, and Getman (2014) examined a FCA with university students from various faculties, such as engineering, social science and humanity, and found that 25% of the students had not prepared themselves before the class.
Rather, it depended on the level of responsibility of each student. Consequently, these students had rarely participated in class. The researchers suggested that teachers should find effective strategies to motivate their students to watch the clip before the class. These may include a weekly quiz or weekly notes assigned to students to summarize the content week by week.
In terms of response to the in-class activities, it was found that the students believed that they had a high level of participation in the class activity and responded to it more than in the out-of-class activities. This may be because the outside-classroom activities required more skills, including self-management and time management skills, than in the classroom.
Bermann and Sam (2012) also reported this, commenting that the FCA highly required a high level of students’ responsibility to manage and control themselves during the week to be able to complete the self- study. Teachers should then ensure that their students have sufficient skills before implementing the FCA. However, Traintafyllou and Timcenko (2014) found that some students reported that it was sometimes difficult for them to change their learning habits to match the FCA, while Kim et al. (2014) discussed that the FCA assisted their students to improve their self-management skills. For the Thai aspect, this can be explained as that most Thai students are familiar with a scholastic teaching and learning approach that treats them as a passive learner controlled by the teacher (Raktham, 2008). They seem to be less likely to quickly change to practice the related skills that are necessary for learning under a FCA. Thus, for the FCA the need to self-manage their study time is new for them. Moreover, within the Thai education program format, there are typically assignments, reports and tasks to meet the authentic assessment goal. Thus, this finding is useful for many lecturers who are planning to use FCAs in teaching. They need to investigate such strategies that could help students engage more in out-of-class activities and increase self-management skills.
This study found the advantages of using a FCA were the provision of opportunities for students to practice essential skills, including thinking, team working and learning skills. The class activities provided a challenge to the students’ ability that always required those skills, more than academic skills, to complete the activities. This is consistent with previous research,
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such as Kim et al. (2014) who found that class activities that challenge the students’ abilities and enhances their high order thinking skills, such as critical thinking, problem solving and evaluating skills, as well as the application of the topics in practice.
For the obstacles to using a FCA, apart from the time management issues, the study found that the lack of interaction between the lecturer and students can restrict the students’
learning since the students are unable to ask any questions instantly to the lecturer. This was perhaps identified because the lecturer might have failed to advice the students that they could write down any questions and then post their question on the web-board. Consistent with this notion is that the questionnaire revealed that no students posted any questions on the web-board. This issue has been mentioned as a limitation of the FCA previously (Bermann
& Sams, 2012). However, as our study involved only 15 student participants as a small class size, any generalization is limited and there is a need to study several groups of students and medium to large classes.
With respect to the implementation of the FCA, the lecturer should know the learning styles of the students, such as their learning behaviors, readiness to use technology, take relevant notes and so on, in order to prepare the students to be ready for this approach. The lecturers should also consider adjusting the FCA format to be more suitable with the students’
context. For example, using a mix between a FCA and traditional approach may suit a course where students have a lot of assignments.
Conclusion
This study aimed to develop a FCA in a special education course for undergraduate students and to investigate their learning experience and satisfaction towards this approach.
The implementation of a FCA with Thai university students was found to be promising.
However, some adaptations are required and further research is needed to achieve an effective approach.
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