Flipping to engage students: Instructor perspectives on flipping large enrolment courses

  • Aliye Karabulut-Ilgu Iowa State University
  • Nadia Jaramillo Cherrez Iowa State University
  • Lesya Hassall Iowa State University
Keywords: flipped learning, higher education

Abstract

The purpose of this study was to investigate instructor perspectives on the implementation of flipped classrooms in large enrolment classrooms. Five instructors teaching in different disciplines – ranging from mechanical engineering to sociology – were purposefully selected to provide in-depth analysis of the process of converting a traditional course to a flipped format. The findings indicated that flipped approach broke the social code of large enrolment courses by shrinking the instructors and empowering the students. Benefits and challenges the format brings are discussed and recommendations for implementation are provided.

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Author Biographies

Aliye Karabulut-Ilgu, Iowa State University
Dr. Aliye Karabulut-Ilgu is a lecturer in Civil, Construction and Environmental Engineering at Iowa State University
Nadia Jaramillo Cherrez, Iowa State University
Nadia Jaramillo Cherrez is a doctoral student in Education at Iowa State University
Lesya Hassall, Iowa State University
Dr. Lesya Hassall is a program coordinator at Center for Excellence in Learning and Teaching at Iowa State University
Published
2018-09-16
How to Cite
Karabulut-Ilgu, A., Jaramillo Cherrez, N., & Hassall, L. (2018). Flipping to engage students: Instructor perspectives on flipping large enrolment courses. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.4036
Section
Articles