A phenomenological study of undergraduate instructors using the inverted or flipped classroom model

The changing educational needs of undergraduate students have not been addressed with a corresponding development of instructional methods in higher education classrooms. This study used a phenomenological approach to investigate a classroom-based instructional model called the inverted or flipped classroom. The flipped classroom incorporates technologies to move lecture content online, allowing for a more learner-centered classroom environment. The purpose of the study is to explore the experience of instructors who have adopted this model for their classroom-based undergraduate courses. The participant set includes a range of teaching experience, discipline, and institutional setting. Participants share a transition from a more traditional, teacher-centered practice as well as early adopter traits. Individual, semi-structured, VoIP interviews were held and course materials analyzed. The data collection and analysis process produced a rich set of data that provides a multilayered view of participant experiences adopting the model. Findings for instructors include the following points: The model, at its best, has a complex structure requiring careful instructional design and implementation. The focus of course design centers on a series of inversions and connections that make the model successful. The primary goal is an active learning environment in the classroom. The model builds on the relationships it affords to instructors and students, leading to more differentiated instruction and increased student involvement. Findings for faculty development personnel and administrators include the following points: The participants are relearning to teach over time through a process of discovery. Their concern for the learning experiences of their students directs their choices and efforts. They appreciate the autonomy inherent in their role, as it enables them to act in response to student need. The experiences of the participants indicate that there is still work to be done in the area of supporting instructors in the classroom. Instructors are reaching for more learner-centered approaches. The emphasis on technology use and online teaching may steer many instructors away from receiving guidance and assistance in improving their classroom-based teaching practices. By facilitating a learner-centered approach, this model can contribute to undergraduate education in the face-to-face environments that constitute the primary setting for college courses