Funded by The Hong Kong Jockey Club Charities Trust, two Hong Kong universities carried out the Jockey Club “Flipped Learning” Pilot Project and recruited 15 secondary schools as partner schools during the pandemic. These schools adopted the virtual flipped classroom approach in English Language and Mathematics classes at the junior secondary level (i.e., Secondary 1-3) in the academic year 2020/21. The teachers were supported with numerous professional training activities and resources, including up to 400 ready-made instructional videos for students’ pre-class learning and a newly developed learning management system called “[email protected]” for distributing class materials and monitoring learning progress. To assess the impacts of virtual flipped classrooms, we invited the students, teachers, and school management staff (such as school principals and subject panel heads) of the partner schools to participate in surveys. Respondents were asked how they perceive their teaching and learning experiences based on Brame’s (2013) four key elements of the flipped classroom, namely, exposure, incentive, assessment, and activities. They were also asked to evaluate the effectiveness of virtual flipped classrooms in terms of knowledge attainment, skill acquisition, and attitude changes. In total, 1032, 30, and 20 responses were collected from students, teachers, and school management staff respectively. In general, all groups of respondents considered the virtual flipped classroom as an effective and efficient instructional method. With the quantitative data collected from the pilot study, this presentation will discuss how flipped classroom designs could affect perceived teaching and learning effectiveness in Hong Kong schools.
Ka Man Lau, The Chinese University of Hong Kong, Hong Kong