Abstract:
This study addresses a critical gap in research on the flipped classroom model in e-learning, focusing on first-year Management students at the Open University of Sri Lanka in the Jaffna Region. While much existing literature examines this model among broader student populations, there is limited research specifically targeting first-year students who are transitioning from traditional classrooms to e-learning. This study aims to explore how these students engage with and perceive the flipped classroom model, providing valuable insights into their academic outcomes and identifying potential barriers to effective learning in this new educational environment. A qualitative case study approach was adopted, utilizing semi-structured interviews with 20 first-year Management students enrolled in e-learning programs at OUSL Jaffna. Purposive sampling was used to select participants with direct experience in flipped classrooms. Thematic analysis was employed to identify recurring themes from the interviews. The study found that most first-year e-learning students at the Open University of Sri Lanka considered the flipped classroom model an engaging approach, though they faced some challenges. While they appreciated the flexibility of pre-class videos and reading materials, many felt disconnected from the content due to the lack of immediate interaction to clarify doubts, especially with complex subjects. In contrast, in-class activities were more positively received, as they allowed for discussions, questions, and immediate feedback, which helped reinforce understanding. However, students struggled with time management, balancing online learning with other commitments, and faced technical issues with digital tools and internet connectivity. The study's findings are based on a small sample of students from a single regional center, limiting generalizability to other regions or educational contexts. The study highlights the need for more interactive and accessible pre-class materials, such as quizzes or discussion forums, to help students feel more connected and clarify doubts. Time management strategies and better technological infrastructure, especially in rural areas, are essential to ensure consistent access to learning. In-class activities should continue to provide immediate feedback, with the teacher’s role focusing on facilitation and peer learning. These changes can improve the effectiveness of the flipped classroom model for first-year students in Sri Lanka.
