Abstract

In the past decade, an increase has been reported in the growth and use of flipped class technology-integrated (digital) pedagogy in contact or blended environments. This article explores student teachers’ reflections on the usefulness of a flipped class design in a teaching methodology course. An exploratory study, qualitative approach was selected and learning journal entries were used to collect data. Twenty-nine postgraduate certificate in education and seventeen Baccalaureus Educationis student teachers participated in this research. Empirically, the pedagogy of flipping the class positively influenced economics students’ perceptions in a teacher education course in an online environment. This investigation has shown that positive gains were reported in this study, specifically the functionality of the strategy, facilitation role of the teacher, and ongoing support for the successful implementation of this strategy. Further work must be done to establish student teachers’ experiences in designing a technology-enhanced flipping class that facilitates students’ learning in other teacher education courses. In view of the strengths of the flipped class strategy, drawbacks emerged from students’ learning journal entries that showed the “flip side” of the strategy.