A Reflexive Thematic Analysis of the Lived Experiences of STEM Students on the Use of Online Inverted Learning Approach in Biology
Keywords:Inverted learning approach, thematic analysis, lived experiences, STEM, biology
To improve the quality of Biology teaching and learning, especially in this new normal, it is crucial to embrace innovations, update programs and curriculum, and develop responsive and appropriate materials, designs, and approaches for instruction. The Inverted Learning Approach (ILA) suggests a timely and applicable approach to the new normal teachinglearning process. In this approach, the roles of teachers and students are reversed, causing students to become more actively involved and at the core of the learning process. Having enough time to self-study instructional videos or learning materials outside of class schedule, students may be able to cultivate their inquisitiveness, confidence, and higher-order thinking skills. A reflexive thematic analysis was used in this study to investigate the experiences of STEM students who were exposed to an online Inverted Learning Approach (ILA) in a biology course. Four themes emerged from the researcher's engagement with the participants exposed to ILA, which include: 1) Developing into active and reflective learners; 2) Enabling students to engage and collaborate more freely; 3) Establishing a flexible, seamless, and nonpressuring space for learning; and 4) Becoming disciplined and responsible for one’s learning. ILA contributes to furthering the development of evidence-based educational practice. It enables teachers to deliver content more effectively by focusing on appropriate, engaging, and contextualized activities, as well as real-life applications of concepts in the class.
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