FLIPPED LEARNING APPROACH IN DISTANCE LEARNING – AN EVALUATIVE STUDY

Over the last few months with the Covid – 19 situation, teaching learning has been enduring radical changes. There has been a swing towards learning through the distance mode of education. Distance mode of education is more student centred with teacher's role more as catalyst of learning rather than a despotic master. The purpose of this study was to examine the efficacy of flipped learning approach for distance education students. To examine the benefits, of the flipped classroom model while using technology as a supporting tool. A distance education course which was taught through the lecture method was flipped so that direct instruction occurred prior to virtual class time. Virtual classroom instruction being the independent variable with two levels, traditional and flipped, whereas, students' academic achievements, assignment activities submitted for internal assessment by pupil teachers were the dependent variables. The cognitive level of questions asked by students and teachers during class serves as a dependent variable that will explore the level of student cognition. A sample of 62 students was randomly asked to opt for flipped or traditional class instructions. Pre-test Post-test quasi experimental design was used and MS Excel was used to analyse the data. The results of study indicated that the use of the flipped Learning was successful. Students appreciated the flexibility of the learning at their own pace and the value of interactive face-to-face class discussions. Not only did they prefer flipped learning but their academic achievements were significantly better than those being taught by lecture method.