PERCEPTIONS OF B.ED. INTERNS TOWARDS FLIPPED LEARNING AND TRADITIONAL LEARNING: A COMPARATIVE STUDY

Abstract

The perception of flipped learning may evolve as interns gain more experience and professional development opportunities. The main objective was to examine the perceptions among B.Ed. Interns towards Flipped Learning in comparison to Traditional Learning and gender basis by using a descriptive survey method involving the B.Ed. Interns of Ranchi as a population, taking 74 B.Ed. Interns as sample drawn from Central University of Jharkhand by Random Sampling technique. The findings reveal that the perception of B.Ed. (Bachelor of Education) interns of flipped learning is better than traditional learning. Flipped learning often involves in-class activities and discussions. Interns may appreciate that it promotes active learning and allows for more interactive classroom experiences rather than Traditional Learning.