Representing the Lived Experience of High School Students in the Flipped Classroom: Benefits and Challenges

The present paper is qualitative and interpretive study that uses the strategy of phenomenological research to explain the experience of high school students in flipped classroom; therefore, the analysis unit of the present study includes all the eleventh grade students of the art school who have been trained in the eleventh grade of 96-97 academic year; fifteen students are considered as a sample. The data collection tool is an in-depth interview which is analyzed based on the thematic method of in-text approach. Findings show that the majority of students are satisfied with the implementation of this method; dissatisfaction is related to problems of student, teacher performance and inappropriate context. Also, the advantages of this method are deep learning and the possibility of re-learning at home, and discussion in the classroom.