A flipped classroom is an instructional model in which students learn basic subject matter knowledge prior to classroom meetings, and then come to classroom for active learning experiences. Previous research has shown that flipped classroom have a positive impact on students’ learning. Most current studies focus on students’ learning experiences in flipped classroom courses. However, this qualitative case study investigated three higher education instructors’ adoption of flipped classroom, with special focus on the adjustments they made and the suggestions they offered to make a successful flipped classroom course. Semistructured interviews and course artifacts were collected from the three instructors. Findings highlighted that they made a main adjustment on allocating a brief period of in-class time to address students’ pre-class learning materials, and they suggested that helping students form good learning habits and integrating resources from other courses and other program activities into flipped classroom instruction can enhance the instructional efficiency. Findings also reveal that instructors look forward to more peer assistance among instructors.

中文翻译：

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升学或不升学：三位讲师的故事

翻转教室是一种教学模型，在该模型中，学生在课堂会议之前学习基本的主题知识，然后到教室进行主动学习。先前的研究表明，翻转教室对学生的学习有积极影响。当前的大多数研究都侧重于学生在翻转课堂课程中的学习经验。但是，此定性案例研究调查了三位高等教育讲师对翻转教室的采用，特别关注他们所做的调整和他们为成功完成翻转教室课程提供的建议。从三位教师那里收集了半结构化访谈和课程工件。调查结果强调，他们在分配短暂的课堂时间以解决学生的课前学习材料方面进行了主要调整，并建议帮助学生养成良好的学习习惯，并将其他课程和其他计划活动的资源整合起来课堂教学可以提高教学效率。调查结果还表明，讲师期望在讲师之间提供更多的同伴协助。