A Full Flip: One Catholic University’s Journey with Campus-Wide Flipped Instruction

Knowledge and Usage of Flipped Classroom Instructional Strategy: The Views of Ghanaian Teachers

“…Although the majority of the teachers who took part in the study acknowledged they have some knowledge on how the flipped model operates, and that it helps promote students' understanding and participation, not all the teachers have used or known how to use this instructional strategy in their classrooms. The findings from this study, therefore, support Miller's (2016) and Lo's (2018) argument that there is the need for school-based professional development training on the use of learning management systems technology, mobile learning, and video production for teachers to enable them to flip classrooms. Also, apart from the training for teachers, the usage of the flipped instructional practice may not yield the expected results if the needed technological equipment are not available for use by both students and teachers.…”

“…Further, majority of the teachers also acknowledged that in implementing the flipped model, technological tools are used to present homework and in-class activities. Gaughan (2014), Miller (2016) and Lo (2018) all make mention of technological tools for implementing the flipped strategy. It is worth noting that although the majority of the participants in this study have not experienced or have not been taught using this instructional strategy, they showed some level of enthusiasm that the flipped classroom instructional strategy is suitable for both teachers and students.…”

“…For instance, at Vaughan University, regular professional development sessions with information technology specialists were held to equip lecturers on how to flip classrooms. Additionally, school-based professional development training on the use of learning management systems technology, mobile learning, and video production was organised for faculty to enable them to flip classrooms (Miller, 2016;Lo, 2018). Other scholars also recount their experience using an interactive technology like Clickers (Flynn, 2015;Jungic´ et al, 2015;Vazquez & Chiang, 2015) to coalesce students' responses for online quizzes.…”