Flipped classroom is increasingly being adopted in higher education institutions worldwide. Many studies on flipped classroom focused on evaluating its impact on students’ learning outcomes. Relatively little is known about the perceived benefits and challenges of flipped classroom from the teachers’ perspective. The present research conducted in-depth interviews with 21 teachers from diverse academic disciplines in five different universities in Hong Kong. These teachers were recruited to share their experiences in adopting flipped classroom in their practice. Flipped classroom was found to be associated with many benefits to the teachers, such as gaining the flexibility in the use of valuable class time, enhancing the quality of teaching, and increased opportunity for the teachers’ professional development. However, there are challenges in adopting flipped classroom in their teaching practice. Specifically, many found it challenging to motivate students to engage in the pre-class learning material. Their workload also increased when implementing and managing the flipped classroom. It was also difficult for them to choose suitable pre-class learning materials. The teachers also shared a variety of strategies to overcome these challenges. For example, they provided incentive to motivate students to prepare for pre-class learning materials. Some look for high-quality pre-class material from public domain to reduce workload. Many believed that further institutional support are needed to fulfil the full potential of the flipped classroom approach. Possible measures that could help teachers to reap the benefits of this new learning approach while mitigating the challenges will be discussed.
Paul Lai Chuen Lam, The Chinese University of Hong Kong, Hong Kong
Alan Hiu Hin Tse, The Chinese University of Hong Kong, Hong Kong
Hilary Ka Yan Ng, The Chinese University of Hong Kong, Hong Kong
Carmen Ka Man Lau, The Chinese University of Hong Kong, Hong Kong
Stream: Higher education
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