Table 2 Focus Group Results

Responsibilities as a teacher

I am responsible for Caring and Usefulness

I really like this Caring result (FG2, R2)

No one else can do that (Caring) so that answer (that I am responsible) seemed appropriate (FG2, R2)

(You need) to explain why they are doing a project, why they are working together as group, you (need) to explain (with emphasis) everything (FG1, R1)

I am not entirely responsible for Success and eMpowerment

because I cannot be quite responsible for these (eMpowerment and Success) myself, although I wanted to do it (FG2, R2)

I am responsible for providing feedback (Success)

(I am) absolutely responsible for that (providing feedback) but the framework does not allow for it (FG1, R4)

I am aware that choices engage students (eMpowerment)

material that they are interested in … their own material, they are excited about it, I don´t decide what they should do, it works better that way (FG1, R5)

Factors making it difficult to offer choices (eMpowerment)

I lack confidence in my ability to offer choices and meet students' needs

We are not accustomed to (other teaching methods), we were all taught that someone came in, he came, and he left, (implied lecture format)…. and that was our university education (FG1, R2)

Then we came back (as educators) and then the demands were different, different thoughts, and it just takes time (to learn them) (FG2, R1)

(You need to) just make the decision (FG2, R1)

Institutional issues of large, fixed content courses

Large, basic science courses are challenging (many participants)

Some of the courses are very much, set in stone (rigid in form and organization) (FG1, R6)

I do not have access to mentors and success stories

I need to learn that (FG2, R4) (in response to stories told by other participants about offering choices and problem-based learning)

(I need) to get somebody to be with me, to guide me, someone who knows what to do and has done this before (FG1, R1)

I am concerned that students lack generic skills and take a passive role towards learning

They (the students) are not as able, as I would have thought, to search, find solutions (FG2, R2)

(I am not sure) that they really have learned to gather knowledge through critical thinking (FG1, R1)

Can the student find out (the solution), can the student uncover the reasons behind it (the problem)? (FG2, R1)

There were about half of them that found flipped teaching to be awesome, but those who could not be bothered to prepare themselves found it terribly (with emphasis) difficult (FG2, R1)

Factors making it difficult to provide feedback (Success)

Institutional factors of not enough time, large classes, no assistant teachers

The (lack of) feedback it is just completely not any more complicated than just a horrible lack of time (FG2, R2)

I know that the students get much (with emphasis) more out of this when I provide feedback and they can turn it in again, but I just can’t always do that (FG2, R4)

(A class of) 10-15 people – giving feedback has gone very well with that number (FG1, R3)

Facilitator: You mean that assistance with a large class should be automatic? Participant: If you want good feedback, that is what it takes. (FG2, R1)

I do not know how to effectively guide students in providing student peer feedback in group work

Some just say (that) everybody did fine, and it´s all good, if it´s just because it is obviously difficult to say that the friend is not doing his part… but then there are others who are completely not shy, so it varies a bit. (FG2, R5)

(Teacher shared successful peer review story and then asked if students were willing) they are very (with emphasis) willing, they find it extremely enjoyable (FG2, R5)

I do not know about technology that could help provide feedback

Did not know about technology that provides feedback (many)