perceptions of students, institutional limitations and mostly
based on the response from the group of students. Pertaining
to three controlled groups considered for this study, the
percentage of students coming prepared to flipped classroom
and how educator reacts to these situations is crucial.
Referring to various concerns mentioned in this study,
educator should be self-motivated and required to encourage
students toward student-centric activities.
5 Conclusion
The three controlled groups considered for the practice were
having a lot of differences in their perceptions toward
teaching and learning process. Despite these differences,
students’ marks and qualitative date through students’
feedback revealed that the student-centered approach makes
Fig. 5 Quantitative analysis of student feedback on effectiveness of technology-assisted student-centered learning
Fig. 6 Qualitative data through student feedback on implementation of flipped teaching methodology assisted by the educational technology
184
C. R. Rollakanti et al.
based on the response from the group of students. Pertaining
to three controlled groups considered for this study, the
percentage of students coming prepared to flipped classroom
and how educator reacts to these situations is crucial.
Referring to various concerns mentioned in this study,
educator should be self-motivated and required to encourage
students toward student-centric activities.
5 Conclusion
The three controlled groups considered for the practice were
having a lot of differences in their perceptions toward
teaching and learning process. Despite these differences,
students’ marks and qualitative date through students’
feedback revealed that the student-centered approach makes
Fig. 5 Quantitative analysis of student feedback on effectiveness of technology-assisted student-centered learning
Fig. 6 Qualitative data through student feedback on implementation of flipped teaching methodology assisted by the educational technology
184
C. R. Rollakanti et al.