Work

Overcoming barriers to ‘flip’: building teacher’s capacity for the adoption of flipped classroom in Hong Kong secondary schools

Year: 2017

Type: article

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.

Source: Research and Practice in Technology Enhanced Learning

DOI: 10.1186/s41039-017-0047-7

Author: Tianchong Wang

Institution: Chinese University of Hong Kong

Language: English

Topic: Innovative Teaching Methods

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funders: University of Nottingham, University of Hong Kong, Chinese University of Hong Kong, University of Nottingham Ningbo China