Reflecting on leading flipped classroom practices in a liberal arts university in Hong Kong

ABSTRACT

This paper reflects on an initiative led by the author in collaboration with six teachers across different faculties that sought to adopt flipped classroom pedagogy in a liberal arts university in order to implement the university’s strategic plan for blended learning. The author was an academic developer who adopted a research-informed teaching approach to attract faculty buy-in. It was found that in this initiative, the flipped classroom’s success was due to the appropriateness of content and teachers’ pedagogical knowledge, rather than just their competence in information technology.

KEYWORDS:

• Academic development
• blended learning
• flipped classroom
• liberal arts education
• research-informed teaching

Acknowledgments

I would like to convey my gratitude to all participating teachers and students in this project, without whom this project could not have been implemented. Special thanks must go to the editors and anonymous reviewers for their insightful and constructive comments on the earlier versions of this paper. Last, but not least, I extend my sincere thanks to Dr. Tracy Zou and my research assistant, Rita Leung, for their unfailing support.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Eugenia M. W. Ng

Eugenia M. W. Ng was the Director of the Teaching and Learning Centre and Adjunct Professor of the School of Graduate Studies, Lingnan University. She had been a teacher educator for over 20 years and has published in many international reputable journals. However, she has left the university; she can be contacted via her personal email address ([email protected]).