Abstract
Integrating advanced learning technologies (ALT) like virtual reality in science classrooms has become an imperative goal in preparing learners for future ways of learning and careers. This ideal, therefore, has implications for teacher training and development. This paper evaluates flipped classroom pedagogy in Natural Sciences (NS) learning with mobile virtual reality (VR) applications. One of the main setbacks of introducing mobile virtual reality (MVR)-enhanced learning in educational settings is the need for more knowledge of sound instructional/pedagogic strategies for facilitating their adoption. The study therefore aimed at exploring techniques within a flipped classroom model that saw the integration of MVR technology in NS learning. 95 Natural Sciences students (in a teacher training program) were conveniently sampled to participate in the study. Data were collected from the qualitative analysis of student pre-lesson plans, video analysis of flipped classroom interactions and quantitative analysis of post-flipped learning quiz scores. Students worked in groups of five to interact asynchronously with MVR applications using cellphones and cardboard VR headgear to generate their own pre-lesson plans and concept maps for the actual contact class session. The analysis of these high-end lesson sequences showed that students' awareness of flipped roles compelled them to collaborate more, be creative, and change their approach to problem-solving. Aspects like knowledge sharing and pre-planning of questions for the instructor were also prompted by the experience. Higher-order thinking skills (HOTS) were developed holistically from the flipped learning experiences. Students also showed that more time spent engaging with MVR technology and the content led to deeper learning and better achievements in learning tasks. Challenges of the flipped pedagogy included more planning time, incompatibility of some mobile phones to MVR applications, fear of presentation and peer criticism. From the findings, some recommendations and implications related to autonomous learning and the development of HOTS in relation to flipped classrooms for science students' learning are also discussed in this paper.