The Effect of Flipped Classroom Pedagogy on Continuing Professional Development of Academics in Higher Education

Abstract

The importance of continuing professional development (CPD) for academics is increasingly acknowledged. CPD has a positive effect on their teaching practice by supporting their personal and professional growth. In order to achieve these outcomes, CPD activities must ensure effective learning among the learners. The flipped classroom, as pedagogy, has the potential to support CPD for academics. This study evaluated the effect of a flipped classroom in supporting CPD for academics in higher education. The evaluation followed Kirkpatrick’s 4-level model, with the research questions being addressed by 34 academics who had attended a CPD programme which was delivered using a flipped classroom approach. Data were collected from a questionnaire and a semi-structured interview. The findings revealed that the flipped classroom effectively supported CPD. The outcome reached Level 3 of Kirkpatrick’s model, indicating that the academics applied their acquired knowledge and skills in their teaching practice. This study contributes to a better understanding of the flipped classroom and helps in making CPD-related decisions for academics in higher education. Future large-scale research with a more stringent design is needed to confirm the present findings in other contexts.