Abstract
Flipped classroom teaching has become a significant trend in education in recent years, but there remain significant challenges in persuading some teachers to adopt this novel method. Through the lens of Ertmer’s first- and second-order barriers to change, this paper presents a study began with the need to understand barriers to the adoption of flipped classroom in Hong Kong public secondary schools. Data collected from a questionnaire with open-ended opinion polls for secondary teachers in Hong Kong and their accompanying comments and feedback revealed that both first-order and second-order barriers were hindering their adoption of flipped classrooms into their teaching practices. While the first-order barriers are being resolved with school and government initiatives, a programme of professional development for teachers, as one of the most tangible approaches to capacity building, was provided throughout 2014–2015 school-year as a strategic intervention. Based on the feedback received, some attributes of effective teachers’ capacity building are discussed, and a set of recommendations for catalysing teachers embracement of flipped classroom are given.
Highlights
Teachers frequently encounter the problem of having too little allotted class time to complete required tasks, but thanks to developments in information and communication technology (ICT), they can use class time more efficiently by incorporating novel technology-based methods in their teaching, in particular, by making material that would traditionally be delivered during a class lecture available for students to access online and utilising class time for discussions and problem-solving activities
Being a self-titled ‘Smart City’ (Central Policy Unit 2015), Hong Kong has been enthusiastic in implementing flipped classroom teaching and has been encouraging this method in the city’s public K-12 education system through the curriculum guidelines made by the Education Bureau (EDB) (Education Bureau 2014a)
Effective teachers’ capacity building for flipped classroom requires a nurturing environment in which teachers can reflect on their own practices in mutually beneficial relationships, and this can decrease the isolation of classroom practices
Summary
Teachers frequently encounter the problem of having too little allotted class time to complete required tasks, but thanks to developments in information and communication technology (ICT), they can use class time more efficiently by incorporating novel technology-based methods in their teaching, in particular, by making material that would traditionally be delivered during a class lecture available for students to access online and utilising class time for discussions and problem-solving activities. This increasingly popular approach, often referred to as the ‘flipped classroom’, has gained the attention of educators and policy-makers. Wang Research and Practice in Technology Enhanced Learning (2017) 12:6 reservations about the radical change in the structuring of their lessons necessitated by the adoption of flipped classrooms
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