Eric Mazur at Harvard has created a lot of material around his experience with the Flipped Classroom (both in text an video format on YouTube). The Chemistry dept at SFU I believe from memory also uses the FC extensively but they do stress that it is not always suitable and that the personality of the instructor must be taken into account. There are wider issues with the Flipped Classroom model when it is being used constantly: (i) accessibility issues - it actually creates barriers for some learners even if it motivates others; (ii) there is a presumption that learners will have access to virtual resources once at home, still something that can be dangerously misleading in terms of social justice and socio-economics - the digital divide is still a reality particularly when the resources posted are often not mobile compatible. All in all I find it is an interesting reversal of roles when used in moderation as part of a wider pedagogical reflection on engagement and learner diversity, but quickly falters when uses constantly without scrutiny.

Hi! I have a teacher in the Middle School here at ACS Athens who contributed her research based chapter on Flipped Classroom in Science, to our blended learning edited book (IGI 2016). If you are interested, please let me know so I can share it with you privately.

Book Revolutionizing K-12 Blended Learning through the i²Flex Cla...

Hello Margarete Imhof,

Notably, flipped learning emerged as an evolving paradigm to relocate direct instruction by optimizing the efficacy of teaching time and learning activities. As you have rightly observed, there are numerous case studies reporting the effectiveness of flipped learning and its beneficial effects on student learning. It has been reported that the approach encouraged students to take responsibility for their learning, to learn at their own pace, to raise their awareness of the concepts taught, and to make faster progress compared to traditional methods of learning. Such enabling factors ranged from access to appropriate technology, a culture of homework participation, online resources, to ability level of students and teachers’ openness to taking advantage of benefits the approach inherently offered. However, care should be taken to make sure that the targeted resources were aligned with the curriculum, teachers' preferred styles of teaching, and were appropriate for the students’ age range and abilities.

In the Iranian context, teachers' reactions to the approach has been multi-various Some teachers welcome online resources believing that they significantly influence students' attitudes towards the learning outcomes. Others report that linking the ordinary class instruction with the videos encourage active learner engagement considerably. Surprisingly, the majority of the teachers using the flipped classroom experience state that they would continue to apply the flipped classroom experience as a strategy in their repertory of teaching techniques. In a nutshell, Iranian teachers look at the issue favorably stating that there may be scope for teachers to further refine and enhance models of flipped learning beyond those existing today because the approach offers the advantages of student-centered and peer-teaching activities; use of problem solving and collaborative work, and valuable feedback revealed by learners' on line performance.

Best regards,

R. Biria

Not really specially those that not technologically inclide

Hello Margarete,

Karabulut-Ilgu et al. (2017, p. 7) mention some studies in their review, though I don't know if these are empirical studies on teacher: "Challenges of flipped learning. As with any new approach, flipped learning brings some challenges for instructors and students. The biggest challenge for instructors was the heavy workload prior to and during class. Converting a course from a traditional teaching approach to a flipped format required a reasonable amount of front-end investment from faculty members (Ghadiri et al., 2014; Kalavally et al., 2014). During class, on the other hand, one instructor had to serve many students requesting assistance (Clark et al., 2014)."

Wanner & Palmer (2016, p. 608) describe 6 risk factors that might lead to a flopped classroom, risk 5 and 6 adress teachers and institutional issues: "Many teachers do not have time or skills to design and work in flipped learning environments (Risks 1 and 2), and require help to develop the skills and get institutional support when doing flipped classrooms. Like the students, teachers require significant retraining to become ‘flexible teachers’ in flexible learning environments (Gordon, 2014). The success of flipped classroom, as mentioned earlier, depends very much on the teacher and how the flipped classroom is designed. Flexible teaching and learning in a flipped classroom requires a high level of time commitment by the teacher for initial design and implementation."

References:

Karabulut-Ilgu, A., Jaramillo Cherrez, N., Jahren, C. (2017) A systematic review of research on flipped learning method in engineering education. British Journal of Educational Technology. doi:10.1111/bjet.12548

Wanner, T. & Palmer, E. (2016). From Flipped to Flopped to Flexible classrooms in Higher Education? – Critical Reflections from Australia. In S. Barker, S. Dawson, A. Pardo, & C. Colvin (Eds.), Show Me The Learning. Proceedings ASCILITE 2016 Adelaide (pp. 605-610).

Here are two studies on teachers/pre-service teachers and FC/ICM:

1) Y. Hao, & K. S. Lee (2016). Teaching in Flipped Classrooms: Exploring Pre-service Teachers' Concerns, Computers in Human Behavior 57, 250-260.

Article Teaching in flipped classrooms: Exploring pre-service teache...

2) Hui-Min Lai, Yu-Lin Hsiao, Pi-Jung Hsieh (2018). The role of motivation, ability, and opportunity in university teachers' continuance use intention for flipped teaching. Computers & Education 124: 37-50.

Article The role of motivation, ability, and opportunity in universi...

A flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home while engaging in concepts in the classroom with the guidance of a mentor.