Flipped classroom and digitization: an inductive study on the learning framework for 21st century skill acquisition
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AuthorMittal Bishnoi, Malini
Universidad de Granada
Flipped classroomFlipped learningHigher education21st century skillsIndustry 4.0 readinessDigitization
Malini Mittal Bishnoi (2020). Flipped classroom and digitization: an inductive study on the learning framework for 21st century skill acquisition. Journal for Educators, Teachers and Trainers, Vol. 11(1). 30- 45. [DOI: 10.47750/jett.2020.11.01.004]
While increasingly demands have been made on Higher Education Institutions for revamping curriculum designs and instructional pedagogies to adapt to the 21st century digitized learning and skill environment, the COVID-19 pandemic underscored this adaption as the singular solution to maintain the learning continuum. The inverted or flipped classroom has emerged as an enabling learning framework offering a convergence of technological advancements with active and collaborative learning. This study investigates the correlation between the flipped learning pedagogy in higher education and the acquisition of 21st century skills in the current digitized environment to meet Industry 4.0 readiness landscape. Primary data for this study was collected using a scientifically deployed mixed methods survey research and in-depth interviews from undergraduate students across universities to get their input on what they experienced and perceived as learners through the classroom flip experience. Until today, there has been lack of focus on Higher Education in the literature on an effective pedagogy for cultivating 21st century skills. This is an original research work which presents a holistic view of what elements are offered by ‘flipped learning’ as key to the development of 21st century skills and competences considering the demands of the fourth industrial revolution (IR 4.0) from Higher Education Institutions, for creation of a job resilient workforce. The findings of the study showed that the flipped classroom model was experientially and perceptibly preferred by undergraduates for the acquisition of 21st century skills and competencies needed for industry 4.0 readiness amongst other reasons. The results of this study have implications for students, faculty and higher education institutions.