Perceptions of students and faculty regarding the use of the flipped classroom at Ndejje University Faculty of Health Sciences

Abstract

Introduction: The flipped classroom model is a hailed solution to problems of the traditional education by shifting direct instruction from group sessions to individual learning spaces, allowing more interactive and creative engagement with the subject matter. Despite its popularity, there remains a gap in the thorough implementation and evaluation of the flipped classroom at the faculty of health sciences, Ndejje University. Hence understanding the dynamics, difficulties, and achievements of the flipped classroom model, is essential for enriching educational practices in this context. Purpose of the study: To assess the current implementation practices in the flipped classroom and explore the perceptions of students and Faculty regarding the use of the flipped classroom at Ndejje University Faculty of Health Sciences. Methods: This exploratory qualitative study was conducted among twenty-one Diploma Clinical Medicine (DCM) and Diploma Medical Laboratory Technology (DMLT) third year students and seven Faculty members at Ndejje University's Faculty of Health Sciences. The participants were recruited through purposive sampling. Data collection was through three focus group discussions (FGDs) and seven key informant interviews. Recorded data were transcribed using a text-to-speech converter. Data analysis was through inductive thematic analysis using ATLAS TI to identify emerging patterns and themes. Results: The study on perceptions of the flipped classroom model at Ndejje University Faculty of Health Sciences highlights both the benefits and challenges of this student-centered approach. Key findings reveal that the model fosters student ownership, engagement, and collaborative skills. It also raises concerns about content gaps during student-led presentations and resource disparities that affect equitable participation. Faculty identified a need for structured peer review, institutional support for digital resources, and professional development to enhance the model’s effectiveness. The findings underscore the importance of comprehensive guidelines, digital literacy, and resource allocation to address logistical challenges and optimize the flipped classroom’s potential for interactive, student-driven learning. Conclusion: The study on perceptions of the flipped classroom model at Ndejje University Faculty of Health Sciences concludes that while the model enhances student engagement, ownership, and collaboration, its effectiveness is hindered by challenges such as resource disparities and content gaps in student-led sessions. Addressing these issues through structured peer review, institutional support, and professional development is critical. The findings emphasize the need for comprehensive guidelines, improved digital literacy, and equitable resource allocation to overcome logistical barriers and maximize the model’s potential for fostering interactive, student-centered learning.