Perception of Flipped Classrooms by the Teachers of TAMK

Abstract

The purpose of this thesis was to find out what is TAMK teachers’ opinion of flipped classrooms regarding quality of learning, student-teacher relationship, and student engagement. The objectives of this study were to review relevant literature concerning this teaching method, investigate and analyze TAMK teachers’ perceptions, and recommend possible steps to implement flipped classrooms in current teaching. Theoretical framework of the study provided conceptual knowledge on flipped classrooms model and its possible benefits and drawbacks. The data collection process consisted of in-depth face-to-face interviews with TAMK teachers. The collected data were analysed using thematic method.

The majority of participants found flipped classroom teaching method to be beneficial for improving students’ motivation and engagement, promoting effective learning, efficiently allocating teaching time. At the same time the key findings indicated several concerns with the model, including time for planning, assessment, support of the colleagues and departments. The respondents identified the core skillset that would benefit both students and teacher in flipped classrooms. The knowledge gained from this research can be used to form a basis for curricula development and improvement, as well as teacher training advancement. Further research is required to improve the reliability of the current findings, and to get a broader overview of the teachers’ perceptions of the new teaching methods.