A new Malaysian case study explores how pre-service teachers perceive instructional design in flipped learning environments, offering insights into their readiness to adopt modern teaching methods. Researchers examine the challenges and benefits of this approach, where traditional classroom time is replaced with active learning, while content delivery shifts to pre-class activities. The findings could inform teacher training programs aiming to integrate technology-driven pedagogies effectively. The study highlights the need to balance digital engagement with hands-on instruction in preparing future educators.
Pre-service teachers’ perceptions of instructional design in a flipped learning course: a Malaysian case study nature.com
