Investigating Learning Experience When Lecturer and Learners’ Roles are Reversed

Abstract

The "reversed classroom" involves the reversals of the learning instruction and the lecturer and student roles in class. The study investigates the learners' views of a reversed classroom on their first online learning experience, the development of the competencies targeted by the course, and how the reversed classroom promotes self-direction. On three occasions (at the beginning, middle, and end of the course), learners were required to complete a self-positioning survey and declare their perceptions of their competencies. They were also invited to point out their learning experience using a questionnaire. Data collected were analysed using the descriptive analysis method. Learners also shared their views on how the adopted reversed classroom ensured their self-directed learning in the interview. This data was analysed using thematic analysis. The findings revealed that although this was the learners' first experience of a reversed classroom, they appreciated it and developed various competencies. They further confirmed that the learning setting, the mentoring roles, and the pedagogical styles adopted successfully ensured their self-direction in learning.