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

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...

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Published inResearch and practice in technology enhanced learning Vol. 12; no. 1; pp. 6 - 11
Main Author Wang, Tianchong
Format Journal Article
LanguageEnglish
Published Singapore Springer Singapore 01.01.2017
Springer
Asia-Pacific Society for Computers in Education (APSCE)
Subjects
Barriers
Buildings
Classrooms
Discover the "Beautify" of Flipped Classroom
Education
Educational Change
Educational Technology
Faculty Development
Feedback
Foreign Countries
Homework
Learning and Instruction
Resistance to Change
Secondary School Teachers
Teachers
Teaching
Video Technology
Hong Kong
Public Secondary School
Secondary School Teacher
Capacity Building
Flip Classroom Model
Teaching Paradigm
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Summary: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.
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ISSN:1793-7078
1793-2068
1793-7078
DOI:10.1186/s41039-017-0047-7