Supporting teachers in becoming digitally wise: how can CPD support teachers?

This paper reports the findings of a research inquiry into undergraduate student and teacher perceptions of a flipped classroom experience in the School of Education at Nottingham Trent University, United Kingdom. The purpose of the research was to identify whether this approach to learning, resulting in new pedagogy, is a positive experience for students and staff. The methodology used in this study was primarily questionnaires, observations and interviews. The findings indicate that although respondents (n=90) benefited from this approach and new pedagogy, particularly the collaborative learning environment and more individual experience of leaning, there are emerging challenges such as resourcing, support for tutors and transitioning students. This paper provides new knowledge relating to introducing flipped learning into Higher Education