Exploring the Lived Experiences of Transition to Flipped Classroom among Undergraduate Students

Abstract

Innovative teaching methods have increasingly reshaped higher education by shifting emphasis from teacher-centered instruction to learner-centered engagement. Within this movement, the flipped classroom has become a widely adopted model that repositions learning activities by requiring preparation before class and active participation during class. However, little is known about how students themselves experience this transition, particularly the emotional, cognitive, and adaptive dimensions that shape their engagement with flipped learning. This study addresses this gap by asking: How do students interpret and adapt to the transition from traditional instruction to the flipped classroom? Using an interpretative phenomenological approach, the study explores students’ lived experiences to reveal the meanings they construct during this transition. Data were collected through semi-structured interviews with undergraduate students and analyzed thematically to identify essential themes. The findings demonstrate that students initially experienced disruption and anxiety as they negotiated new roles and responsibilities. Over time, however, they developed adaptive strategies, reframed their understanding of learning, and reported a stronger sense of agency and collaboration. These results clearly demonstrate that the flipped classroom serves not only as an instructional format but also as a transformative learning process, where students actively reshape their learning approaches, enhance their engagement, and redefine their identities as autonomous, reflective learners.The study contributes to a deeper understanding of pedagogical innovation by emphasizing the interpretive and affective dimensions of flipped learning. These insights inform both theoretical perspectives on learner-centered education and practical strategies for supporting students through educational change.