Koem Hong Chat
Cambodian Education Forum
Phnom Penh, Cambodia
Innovations and Challenges in Cambodian Education: Youth’s Perspectives
Edited by Kimkong Heng, Koemhong Sol, Sopheap Kaing, and Sereyrath Em
© Cambodian Education Forum 2023
Summary
The COVID-19 pandemic has put flipped classrooms at their highest potential in education, benefiting both developed and developing countries around the globe. Although online learning and flipped classrooms have begun to gain popularity over the past two decades, this trend has increasingly extended to various developing countries and regions. This chapter first defines the flipped classroom and reviews some research on the topic. It then discusses some significant challenges for teachers implementing this model in higher education institutions in Cambodia. Following that, it provides some suggestions to relevant stakeholders to leverage the use of the flipped classroom within the current scenario of higher education in Cambodia.
Keywords: Flipped classrooms; higher education; blended learning; online learning; Cambodia
Introduction
Education plays a crucial role in people’s lives. In other words, without proper education, people will surely wander without a definite destination. In this digital age, without basic knowledge of technology, students will have trouble learning and acquiring knowledge (Em, 2021). To meet the evolving demands for education, innovative approaches such as online and flipped classrooms have been introduced, particularly at higher levels of learning. This shift presents both great opportunities and challenges (Heng et al., 2023). There are many reasons for such an introduction to online learning. As noted by Sadiku et al. (2018), online teaching and learning offer opportunities to expand the learning environment for a variety of student populations. With the rise of online instruction, educators are increasingly being asked to consider teaching their classes online. However, teaching online requires some unique skills and requirements. Meanwhile, a growing number of students are choosing to shift from traditional face-to-face to online learning due to its many benefits. These include the ability to keep up with the latest technologies, the lack of physical infrastructure for the traditional mode of learning, and the lower cost of tuition and fees. Sadiku et al. (2018) also emphasized the challenges posed by online teaching and learning, including concerns over the effective delivery of courses, the need to respond promptly to student inquiries, adaptation to online tools and infrastructure, and questions about its value and quality.
Along with this trend, the COVID-19 pandemic has caused great disruptions to human life. The outbreak of the novel coronavirus, commonly known as COVID-19, has brought about changes in various aspects of people’s daily routines, particularly in business, tourism, and education. Due to the pandemic, many educational institutions were closed, and classes were moved online. The shift to online learning was implemented by educational institutions to continue delivering educational content to students, and its effects appear to hold implications for future education (Meng, 2021). In general, the impacts have been multifaceted, ranging from health to economic and educational crises. In education, including higher education, COVID-19 has compelled millions of students to adopt online learning in order to continue their education when physical classes were impossible (Heng & Sol, 2021).
In response to the COVID-19 pandemic, Cambodia has leveraged technological innovations to make it possible for Cambodian university students and teachers to continue teaching and learning through a combination of online learning, blended learning, and/or flipped classrooms. Notably, many higher education institutions in Cambodia have, to some extent, adapted to the circumstances during COVID-19 (Heng et al., 2023). While online learning serves as the overarching approach, consisting of both blended learning and the flipped classroom, there might be instances where some practitioners might not clearly understand the differences between the three terms.
Because of the limited experience of both university teachers and students, there are many challenges posed by online learning (Heng & Sol, 2021). The abrupt transition to online learning during the COVID-19 pandemic has exacerbated digital device and educational inequalities between privileged individuals and those lacking access. This has potentially widened and worsened skills gaps, an issue of great concern since before COVID-19 (Heng, 2021).
This chapter aims to discuss some critical challenges faced by teachers teaching at the university level when applying the flipped classroom model, a type of blended learning, particularly during the COVID-19 pandemic. First, it defines the flipped classroom and then provides a literature review of some previous research in the field. Next, it discusses some critical challenges of implementing flipped classrooms at the higher education level in Cambodia. Following that, the chapter offers some insights into how those challenges can be lifted to some extent and make the flipped classroom ready-to-use for Cambodian higher education, taking into consideration the role of key stakeholders.
What is a flipped classroom?
There are often misunderstandings about the concept of flipped classrooms. As stated by Bergmann et al. (2013), educators often believe the flipped classroom approach is not different from online videos or online courses, which are to substitute an educator’s role and in-class responsibilities. In contrast, learners usually study independently from different places, often remotely, using electronic devices. Another misconception regarding the flipped classroom approach is that educators need to stand or sit in front of a camera, record themselves lecturing, and send it to students for passive viewing (Subramaniam & Muniandy, 2016).
According to Pinnelli and Fiorucci (2015, as cited in Subramaniam & Muniandy, 2016), the flipped classroom approach is not a well-defined epistemology or a teaching model. It draws inspiration from various pedagogical approaches, such as student-centered learning, Bloom’s taxonomy, Vygotsky’s theories, and collaborative and cooperative learning. The goal is to maximize classroom time by transferring knowledge acquisition to independent study outside of class, allowing students to take charge of their learning. In a more specific definition, the term ‘flip’ originates from the concepts of hybrid or blended learning and problem-based learning by incorporating active learning approaches and new technological innovations to engage students.
The flipped classroom is often defined as a pedagogical approach that flips the traditional educational model, with lectures moving outside of class, often delivered through electronic media, and practical assignments transitioning into in-class activities (Uzunboylu & Karagozlu, 2015). The flipped classroom environment ensures learners become more active participants with learning autonomy both outside and inside the classroom.
In summary, a flipped classroom is a pedagogical method that blends electronic content delivery with classroom interaction. Students access foundational knowledge through short videos, podcasts, e-books, and online resources independently before participating in collaborative, hands-on activities and discussions during class.
Research on flipped classrooms
The adoption of flipped classrooms has been a compelling alternative for higher education institutions due to the development of technological innovations and the outbreak of COVID-19 in late 2019. According to Deng (2019), the flipped classroom originated from the innovative work of two chemistry educators, Jonathan Berman and Aaron Sams, at an American Woodland Park school. The two educators enhanced the course materials with explanatory content and recorded instructional videos using specialized software. The videos were then made accessible online, facilitating learning for students who could not attend the class in person for some reason. Deng (2019) further added that there are some possible reasons why the flipped classroom has gained much attention and become popular in education, especially higher education. First, the rapid progress in technology makes it possible for students to access recorded lectures at their convenience, using various devices such as computers or smartphones. Second, the economic circumstances of students and their families have evolved to the point where they can afford these essential electronic devices, paving the way for the successful implementation of the flipped classroom model.
Flipped classrooms can enable teachers to cultivate critical and independent thoughts in their students and build students’ capacity for lifelong learning, thereby preparing future graduates for workplace challenges (O’Flaherty & Phillips, 2015). By delivering lectures outside the classroom, educators can devote valuable in-person class time to fostering active engagement, collaborative learning, skill development, presentations, and problem-solving exercises—all designed to deepen students’ comprehension of the course material (Mazur et al., 2015).
Key features of the flipped classroom model include a focus on efficient use of class time, catering to diverse learning styles, promoting problem-based learning, increasing student-teacher interaction, and allowing students to take responsibility for their learning. These skills not only benefit students within the classroom but also help them in other contexts, such as the workplace and real-life situations (Arnold-Garza, 2014).
Key challenges for flipped classrooms in Cambodian higher education
It is undeniably true that flipped classrooms have opened up many opportunities for higher education globally, and Cambodia is no exception. As Cambodian higher education institutions have tried to deliver quality education to their students during the COVID-19 pandemic, they too have explored the potential benefits of the flipped classroom—a sort of blended learning. The flipped classroom works best with motivated students who can spend additional time completing online activities at home (Bauer-Ramazani et al., 2016). A flipped approach to learning and teaching has much to offer, but the transition from traditional teaching methods to the flipped classroom approach presents a number of challenges. In spite of the increasing popularity and opportunities that the flipped classroom model might have brought, particularly to tertiary education, several challenges could be observed. In particular, higher education institutions in Cambodia, especially teachers, have encountered considerable challenges in adapting flipped classrooms during COVID-19. The challenges include technological issues, extra workload, limited students’ participation, students’ low buy-in, and organizational challenges.
Technological issues
As Heng and Sol (2020) highlighted, some typical technological problems involving online learning include the requirement for knowledge on how to use various applications, unstable or slow internet connections, outdated communication equipment, and incompatible browsers. Teachers involved in teaching and producing learning materials in flipped classrooms are required to have IT skills and knowledge of various digital tools and even hardware that they may not have been previously exposed to.
Some learners who lack access to reliable technology and/or a stable internet connection have difficulty partaking in any e-learning components (Heng et al., 2023). This digital divide is seen on a global scale and between income brackets within individual countries (Li & Lalani, 2020, as cited in Cheam, 2021). According to a quantitative study, Em (2021) found that 40 students (50% of surveyed students) identified limited internet connections and technological issues as their primary hurdles when studying online.
Extra workload
According to Drake et al. (2016), the process of flipping a classroom requires considerable extra time and commitment from teachers, including the demanding tasks of planning, recording, and editing video presentations for good quality. These added responsibilities can be especially time-consuming for those who are unfamiliar with recording and editing technologies, as well as for aging teachers who have spent their careers in traditional classroom settings. It is also time-consuming for those teachers to become good at filming and editing tools. Achieving the right tone and pacing for a video presentation may require experimentation for the teachers. They might have to take the video twice or thrice to ensure the rightness of the video. Therefore, the level of engagement and commitment required to make those videos is essential. In addition to the video production aspect, teachers must also re-conceptualize how they could utilize classroom time to accommodate more active learning from their students (Drake et al., 2016).
Students’ limited participation
As the flipped classroom model suggests, students need much participation to learn independently for some specific time intervals, facilitating collaborative learning experiences with teachers and their peers during allocated time periods in the classroom. Despite the effort and time made by the teachers in conceptualizing the learning and teaching approach and creating video presentations, there may still be instances where the videos go unwatched, just like in traditional homework assignments, with some students failing to complete them. As a result, the teachers need to employ supplementary strategies to eliminate the problem of students’ limited participation. For example, teachers can implement measures such as asking those students to take a quick quiz upon arriving in the classroom the next day or encouraging students to take notes and respond to questions in the videos (Drake et al., 2016). Ultimately, teachers have to be well prepared to support and guide students who show up in the classroom unprepared.
Students’ low buy-in
Another significant difficulty for teachers in implementing the flipped learning model is achieving student buy-in. While some students are struggling with the traditional teaching methods, others might have become so used to this approach that they have a hard time adjusting to something new and innovative, like the flipped classroom approach. Flipped courses are characterized by active learning tasks that require students to be actively involved in their own learning process. According to the University of Minnesota (2013, as cited in Subramaniam & Muniandy, 2016), there are three successful characteristics of the flipped classroom approach. First, teachers need to plan and organize highly structured activities within the classroom to keep the students involved. Second, problem-solving activities are needed for students, such as completing quizzes and applying the content or concepts from the flipped videos. Third, students are expected to attend in-person sessions, and in-class grading is often incorporated, promoting active involvement and accountability. These tasks require students to put in more effort during class and to stay close to the learning pace of the subject outside the classroom. Basically, the level of students’ commitment depends on how patient, confident, and adaptable they are to the new learning environment. Some students struggled to overcome challenges and constraints to fulfill course requirements successfully (Chet et al., 2022).
Organizational challenges
Some teachers have experience working with management and support staff who may not have the foggiest idea about the so-called technological shift towards a more student-centered pedagogy when adopting the flipped classroom model. This lack of understanding has hindered the implementation process. Another challenge raised by researchers and instructors is the use of the model as an excuse to continue lousy teaching or implementation without critical self-reflection. This issue underscores the importance of ensuring that the model is applied thoughtfully and effectively. The time shift involved in transitioning to the flipped classroom approach also causes problems for some teachers who may value spontaneity during lectures. It can also be argued that a large initial time investment is required for implementing the flipped classroom for teachers teaching at higher education institutions. Online courses, in particular, require teachers to spend more time than classroom teaching. Teachers often need to spend much time communicating with individual students, participating in and grading online discussions, and preparing and maintaining online courses (Wang et al., 2017).
The way forward
Ministry of Education, Youth and Sport
MoEYS should collaborate closely with each university to establish dedicated learning management systems (LMS) to ensure that they are equipped with the necessary learning and teaching systems to facilitate online and flipped learning, particularly in the post-pandemic time (Heng & Sol, 2021). Besides establishing LMS, MoEYS should provide financial support to the universities facing challenging financial situations, particularly due to the COVID-19 pandemic. MoEYS also needs to focus on capacity building for the administrative and academic staff so that they are well-equipped with the necessary knowledge and skills to enhance the effectiveness of online class delivery (Heng & Doeur, 2022). They added that in order to achieve this, MoEYS needs to increase investment in digital education to transform and internationalize Cambodian higher education.
Higher education institutions
The adoption of online teaching and learning in higher education institutions in Cambodia, whether in part or in full, should start with the political support of the government, particularly MoEYS, to develop all the necessary infrastructure, frameworks, policies, and procedures. At the same time, universities should allocate a portion of their annual budgets to increase the availability of technical and financial resources, thereby establishing a comprehensive online teaching and learning system (Chet et al., 2022).
In addition, leadership within Cambodian higher education institutions should have a comprehensive understanding of the flipped classroom practice, enabling them to provide the necessary guidance to teachers. They should also provide capacity-building opportunities so that higher education staff like teachers can improve their ICT skills. Incorporating ICT into the educational curriculum and allocating both technical and financial support are also crucial considerations for higher education institutions in Cambodia (Heng & Sol, 2021).
Teachers
Teachers are key to creating a digital generation of students; thus, the priority must be placed on their development. Improving their ability to deliver digital education starts with better teacher education (UNESCO, 2020). Heng and Sol (2021) advocated that teachers must strive to improve their technological skills by familiarizing themselves with new learning devices and platforms, such as Edmodo, Google Classroom, Microsoft Teams, Schoology, and Zoom. These online platforms are invaluable for carrying on effective flipped learning. Furthermore, teachers, especially older or senior teachers who may be less inclined toward self-directed learning, have to seek every opportunity to upskill by joining workshops or online training as much as possible so that they can learn from their peers and tech specialists alike. Teachers also need to align their teaching objectives and learning assessments with the actual goals of flipped classrooms. Lastly, teachers teaching flipped classrooms need to reflect on their teaching and students’ learning, ensuring that their approach remains effective and engaging.
Students
Heng and Sol (2021) also suggested that even though such hybrid learning poses challenges to university students, including stress, anxiety, and fatigue, they should perceive it positively. To thrive in this learning environment, university students need to actively cultivate the technological skills needed for online or flipped classrooms. Last but not least, self-esteem is necessary for students learning in flipped classrooms. They need to engage in proactive learning by viewing recorded or posted materials in advance. Thus, they need to maintain their motivation, have high self-esteem, and look for all the support needed. This is essential when working both independently and collaboratively becomes more demanding.
Conclusion
In conclusion, this chapter has identified some key challenges of flipped classrooms for teachers in Cambodian higher education. While the challenges may seem substantial, they are manageable, taking into consideration the suggested ways forward. MoEYS plays a vital role as a supporter and policy implementer for higher education institutions under their supervision. Higher education institutions themselves need to invest more in building their digital infrastructure and resources and be ready to support teachers struggling with the new teaching and learning paradigm. Moreover, both teachers and students should enthusiastically embrace the new teaching and learning approach and strive to maximize its benefits. In this essence, the COVID-19 pandemic has served as a wake-up call for educational institutions in Cambodia and other stakeholders on the need to implement and integrate digital technologies into the pedagogical process. The traditional ways of teaching should not be clung to, and online and flipped classrooms should not be run without any intervention or support for the prospect of better education in Cambodia.
The flipped classroom approach has grown in popularity at various educational levels, particularly higher education, even in Cambodia, due to the impact of the COVID-19 pandemic. However, it has left many unanswered questions. Therefore, future research should delve into the challenges faced by students, especially freshmen in remote Cambodia, who struggle to access the internet and technological tools as newcomers to the higher education system. Furthermore, comparative studies among various stakeholders, including teachers, students, and higher education institutions, can shed light on common challenges, enabling them to better prepare for such educational transitions. This kind of research will be highly informative and beneficial for all involved parties.
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