Exploring Preservice Early Childhood Teachers’ Experiences in a Flipped Learning Early Childhood Education Course

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Qualitative analysis of flipped learning highlights the importance of self-directed learning and collaboration in early childhood education.

Flipped learning enhances educational experiences for preservice early childhood teachers, enabling flexible learning.
Post-course reflections from 36 participants revealed themes of self-directed learning and the necessity of student initiative.
Qualitative analysis of reflection papers and the instructor's journal identified four overarching categories of experience.
The findings underscore the need for enhancing faculty competencies to adapt teaching to diverse student needs.

Sie Meng Lee (2025) studied this question.

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Qualitative analysis of flipped learning highlights the importance of self-directed learning and collaboration in early childhood education.