FLIPPED LEARNING AND ELT PRACTITIONERS IN HIGHER EDUCATION
DOI:
https://doi.org/10.46827/ejel.v10i1.5911Keywords:
traditional classroom, digital device, flipped learning, pre-class activities, in-class activitiesAbstract
An offshoot of the global rise in digital learning is a growing disenchantment with traditional learning, where the teacher is perceived as the primary repository of knowledge. The search for a more effective teaching approach that is learner-centred has placed flipped learning on the front burner of educational research in developed nations. Studies on flipped learning have generated positive results from both teachers and learners. These, however, do not undermine the significance of mixed findings and the attendant challenges of its implementation across disciplines. This survey, therefore, is designed to fill the lacunae in the Nigerian context by seeking to determine the extent to which teachers of English language courses in higher education implement flipped learning in its reconceptualized form. Data was collected from 15 respondents using a researcher-structured questionnaire. The findings suggest that teachers in this category, to a large extent, do not implement reconceptualized flipped learning, most likely due to a lack of awareness of the concept. Practical ways to upskill digitally are suggested as a way forward.
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