Learner Preparedness in Flipped Classroom: A Case Study of a Flipped Postgraduate Course

The present study employed a mixed-method research design and gained preliminary understanding of the importance of learner preparedness in a flipped classroom. The program was a master-level quantitative research methodology course, involving a total of 15 students majoring in English Curriculum and Instruction. Data collection involved questionnaires, course artefacts, online quizzes, an end-of-semester exam and post-program interviews. Quantitative results revealed that the students were quite satisfied with the "flip" mode of the course implementation and they also performed well in the end-of-semester exam. On the other hand, qualitative data revealed that pre-class learning and self-regulation are some major challenges for students. Therefore, to improve the effectiveness of the flipped classroom approach, teachers should intentionally integrate intermediate tasks that can facilitate students' self-preparation, i.e., learner preparedness. Also, learning support should be a major concern for administration on the school level to ensure the flip design can work out as expected.