Flipped classroom is increasingly being adopted in higher education institutions worldwide, including Hong Kong. This new teaching approach require students to gain first-exposure to learning material before class, thereby saving valuable class time for higher level cognitive activities. What are the perceived benefits and challenges of flipped classroom from teachers’ perspective? How do teachers respond to the challenges?
To address these questions, our research team conducted in-depth interviews with 28 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 more flexible use of class time, higher teaching quality, and opportunities for professional development. However, many teachers found it challenging to motivate students to engage in the pre-class learning material. Producing pre-class learning material and managing classroom activities entailed extra workload. Adapting to the flipped classroom approach also presented challenge to some teachers and students.
Teachers interviewed devised different strategies to overcome these challenges. For example, some provided extra incentive to motivate students to prepare for pre-class learning materials. Possible institution measures to help teachers and students to adapt to the flipped classroom approach will be discussed.
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