This session presents university teachers’ perceptions about the Flipped Classroom model at the Royal Institute of Technology in Stockholm, Sweden. It is based on a report with a phenomenographic research approach with a group of teachers regarding their perceptions about working with the method Flipped Classroom.
During the session, we will summarise a report which examines 12 teachers’ perception about a digital tool in order to implement courses with the method Flipped Classroom. Flipped Classroom is an education model that is relatively new and strives for switching places on classroom activities. This is often realised by students watching in advance recorded theoretical lectures in order to emphasize discussions and exercises during seminars. There are different tools to use when working with Flipped Classroom where recordings of interactive lessons are possible. Teachers have the possibility to add questions in the film which the students have to answer before they can proceed watching the recording. By doing so, the teacher gets further understanding about where the students are struggling the most. It can also be used in order to collect statistics on certain questions or areas.
The evaluation in this report is based on a phenomenographic research approach. The authors have examined teachers’ perceptions on the method Flipped Classroom and how they have chosen to implement the method in their courses. The empirical approach consists of semi-structured recorded and transcribed telephone interviews with a total of 12 teachers who during a varied time have used these principles in their education. The analysis generated three themes with teachers’ opinions of working with Flipped Classroom connected to a digital tool and how they have chosen to implement it.
The results in this study show that teachers’ perceptions on Flipped Classroom are overall positive. Although, it is not possible to determine if the perceptions can be directly connected to the way they have implemented the method or how long they have been working with Flipped Classroom. Furthermore, the results contain information on a diversity of different pedagogical approaches and implicit suggestions regarding how higher education institutes should support teachers.
This session addresses the theme Wildcard since it contains research on digital learning in a rather limited and narrow area but also resolute suggestions on how to succeed with a method such as Flipped Classroom. It aims to be both educational and inspirational for the participants.
The session will include an evaluation starting with a background about the study and its results where higher education teachers’ perceptions about Flipped Classroom are central. Participants will gain further knowledge about the way a group of teachers at the Royal Institute of Technology in Sweden have worked with Flipped Classroom and inspiration on how to work with digital learning in a practical way in order to benefit both teachers and students.
Brown, A (2012): A phenomenological study of undergraduate instructors using the
inverted or flipped classroom model. https://eric.ed.gov/?id=ED551330
Andrade, M & Coutinho, C (2017): Implementing Flipped Classroom in Blended Learning Environments: A Proposal Based on the Cognitive Flexibility Theory. https://eric.ed.gov/?id=EJ1136372
Wenlong, Z & Wenjing, X (2018): Evaluating Instructional Effects of Flipped Classroom in University: A Case Study on Electronic Business Course. https://eric.ed.gov/?id=EJ1161700
Gomez-Lanier, L (2018): Building Collaboration in the Flipped Classroom: A Case Study. https://eric.ed.gov/?id=EJ1186067
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