Proceedings of the World Conference on Teaching, Learning, and Education,
Year: 2024
DOI:
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Transitioning From Crisis Response to Flipped Learning: Adapting to the New Normal in Education
Noor Shamsuddin, Dr. Abdul Wali Khan
ABSTRACT:
During the COVID-19 pandemic, schools in Pakistan faced prolonged closures over various phases, leading educational institutions to seek alternative methods to ensure students’ continued learning. Embracing technology as a viable solution, private schools started digital learning programs (DLP) by creating digital resources which were distributed to students for home viewing. In the post-Covid-19 scenario, various teachers changed their traditional classrooms into flipped learning using the already prepared video materials. This technology-integrated flipped classroom was a new experience for teachers in the mountainous region of northern Pakistan. This study explores the perceptions and experiences of teachers actively involved in developing digital learning materials and are now utilizing these resources to transition from traditional to flipped classrooms in private schools located in Gilgit-Baltistan and Chitral (GBC), Pakistan. By focusing on these specific regions, the study provides valuable local insights into the (un)successful integration of technology in teaching and learning practices. The findings of this study can serve as a valuable resource for teachers, school leaders, and policymakers, facilitating a deeper understanding of the impact and potential of technology-integrated flipped classrooms in the post-COVID-19 educational landscape of GBC. Moreover, by investigating the local context, this research bridges the gap between theoretical concepts of technology integration and the practical realities faced by teachers and students in Northern Pakistan. This study also provides evidence-based recommendations and strategies that can inform future initiatives to enhance teaching and learning practices through technology-integrated flipped classrooms, thereby improving the quality of education in these regions.
keywords: Mountain regions, Rural schools, Teachers’ experiences, Technology integration, Teaching learning practices