June 15, 2019
June 15, 2019
June 19, 2019
New Engineering Educators
The flipped classroom model is being used in many engineering courses. By guiding students to study course material online or outside of scheduled class time, instructors can focus on hands-on assignments and projects during their interactions with students. The flipped classroom model implements online learning as an effective technique to engage students and maximize learning. However, developing online content is time-consuming and can be challenging. Moreover, the course can be very dependent on previously developed material and can be challenging to adapt for instructors who are new to the course. The challenges to adapt to the new course may also include differences in teaching styles of instructors which may not necessarily be compatible with the existing design of the course.
These challenges intensified for large-scale courses with enrollment numbers in the hundreds as several instructors are required each semester. The flipped delivery requires careful collaboration and coordination amongst instructors. Although the results may be very fruitful, this may need a considerable amount of discipline and planning. This paper aims to understand the experience of four instructors who co-taught sections of a large first-year course using flipped course delivery.
A collaborative autoethnographic study is used to understand the effective strategies and challenges encountered from the instructors. Six themes emerged from the data on the instructors’ experiences of a large-scale flipped classroom implementation with multiple instructors. These six themes include: building a community of teaching; consistency across sections, while still allowing for flexibility; in-person time with students needs to complement videos; setting clear student expectations; pride of what was accomplished; and collaboration brings value but can be challenging.
Overall, the results from this qualitative collaborative ethnography provide insight into the experience of four instructors team teaching using a flipped classroom model. These findings can be useful to others who are looking at implementing flipped classrooms when there are multiple sections. Future research can further look into other perspectives, including bringing in student perspective to the instructor experience.
Paul, R., & Moshirpour, M., & Marasco, E. A., & Afkhami Goli, S., & Mohammadi, E., & Sharifi, F. (2019, June), Collaborative Autoethnographic Study of a Large-Scale Flipped Classroom Implementation with Multiple Instructors Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32516
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