Abstract

In recent decades, research studies on the flipped class pedagogy strategy have shown significant educational benefits in student learning across subjects and contexts. This investigation determines students’ views of pedagogical dimensions as drivers of the functionality of the flipped pedagogy in a teaching methodology course at an Open and Distance eLearning (ODeL) university. An explanatory qualitative design was employed using virtual videoconferencing to collect data. Fourth-year Bachelor of Education (BEd) and Postgraduate Certificate of Education (PGCE) (n = 12) student teachers were purposively selected. This study contributes to the literature of pedagogical dimensions that drives the functionality of the flipped learning in an ODeL context. Furthermore, this exploratory study makes an educational contribution to the practical implementation for future research purposes. Future research may extend the inquiry into other pedagogical dimensions by examining the effect of motivational factors such as self-efficacy of student teachers.