Flipped Classroom (FC) is a blended learning approach being promoted in higher education in recent years. It flips the conventional pedagogic arrangement so that students use the out-of-class time to conduct lower-order learning and the in-class time to conduct higher-order learning. Nevertheless, unlike the adoption phenomena in other academic disciplines such as Science, Engineering, Medicine and Education in university teaching, the adoption of FC in Social Science has been rare. This paper reports on a quantitative study (n = 152) in which the Stages of Concern model was employed to probe into the concerns of Social Science faculty members (SSFMs) about introducing FC into their teaching practice. The study reveals that the participants were having strong categorical concerns of “Information” and “Management.” The findings shed light on designing more precise interventions for addressing SSFMs’ actual needs when flipping their classrooms, providing a useful reference for researchers and practitioners who are pursuing work on promoting FC in higher education.

中文翻译：

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翻转还是不翻转：社会科学系成员对翻转教室的担忧

翻转课堂（FC）是近年来在高等教育中推广的一种混合学习方法。它颠覆了传统的教学安排，使学生可以利用课外时间进行低阶学习，而课内时间进行高阶学习。但是，与大学教学中科学，工程，医学和教育等其他学科的采用现象不同，在社会科学中采用FC的情况很少见。本文报告了一项定量研究（n = 152），其中采用阶段关注模型来探讨社会科学教职员工（SSFM）关于将FC引入他们的教学实践的担忧。研究表明，参与者对“信息”和“管理”有着强烈的分类关注。