Use of the flipped classroom instructional model in higher education: instructors’ perspectives


The flipped classroom model is an instructional model in which students learn basic subject matter knowledge prior to in-class meetings, then come to the  classroom for active learning experiences.

Most current studies focus on students’ experiences with flipped classroom learning. Research has shown that the flipped classroom model can motivate students towards active learning, can improve their higher-order thinking skills, and can improve their collaborative learning skills. 

Because so few studies address the instructor’s perspective, and instructors’ perspectives on technology integration can directly influence their practice of incorporating technology in instruction, this study sought to focus on instructors. The paper "Use of the flipped classroom instructional model in higher education: instructors’ perspectives" is a qualitative case study that reveals instructors’ experiences and perspectives on using the flipped classroom model in instruction.

In sum, when college instructors plan to introduce the flipped classroom instructional model in instruction, they should be aware that:

  • It is a primary challenge is that students might not be prepared prior to class, so proper motivation needs to be provided to help students prepare before in-class meetings
  • Being well organized in instruction is critical to a success flipped classroom instruction
  • Instructional design should be based on students’ feedback
  • Appropriate and timely support needs to be provided to students during their inclass learning
  • Large time and effort might be spent on initiating the flipped classroom instruction
  • Peer assistance from other instructors could help to initiate the flipped classroom instruction in a more efficient way.

SourceUse of the flipped classroom instructional model in higher education: instructors’ perspectives (pdf)