Flipped Classroom is a pedagogy in which direct instructions in class are flipped with practices and revisions at home. Students watch video lectures or complete other pre-class preparations before the taught sessions, while the face-to-face contact hours are left to active learning activities. This pedagogy, theoretically supported by the constructivism learning theory and practically inspired by the newly arising paradigm of distance learning demonstrated through Massive Open Online Courses (MOOCs), has drawn attention from teachers from various educational sectors all over the world. This paper presents our experience piloting a flipped classroom in an undergraduate course in Hong Kong. A 5-week course in the summer semester is selected for the study, in which students are asked to watch about an hour’s length of video lectures per week, while face-to-face instruction is replaced by group discussions, lab exercises, and presentations during lesson time. This paper will highlight the theoretical considerations in pedagogical design and the technical issues filming the video lectures and conducting in-class activities. In addition, qualitative data are collected through class observations and focus group interviews to study the response of the students and the effects of flipped classroom on their learning. Implications of the results are discussed and suggestions for further investigations are made.
Ho Yin Cheung, University of Bristol, United Kingdom
Gary Ka Wai Wong, The Hong Kong Institute of Education, Hong Kong
Stream: Educational change through technologies
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