Instructors’ Perspectives on Using a Flipped–Classroom Instructional Model in College Instruction

• In Event: D&D - Perspectives on 'Flipping' the Classroom

Short Description

This research proposal reports a qualitative study on eight college instructors’ experiences of using the flipped-classroom instructional model in their own classroom instructions. The findings from semi-structured interviewing and interpretative phenomenological analysis will also provide information about instructors’ understanding of the flipped-classroom model, and challenges, together with desired outside support for implementing it in instruction.

Authors

• Taotao Long, The University of Tennessee Knoxville

• John Cummins, The University of Tennessee

• Michael Waugh, The University of Tennessee