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: