Factors with Influence on the Adoption of the Flipped Classroom Model in Technical and Vocational Education

The aim of this work is to explore which factors impact on the adoption of the flipped classroom in vocational education to pave the way for the schools which want to apply this model. Although various experiences in the use of the flipped classroom have been reported in recent years in the literature, fewer efforts have been done on how to implement this model from a pedagogical standpoint. The factors that influence its adoption have not been studied in depth, at least not in a global way. These factors include the use of technology and teaching methodologies active in the classroom, the trend towards innovation of teachers and schools, and whether teachers have the necessary ICT training and infrastructures. Moreover, although the results of many experiences in Higher Education have been published, this is not so for other levels of education, such as vocational schools. A quantitative research method was used by constructing a questionnaire. The questionnaire included open questions in order to obtain qualitative information, which enriched the results obtained. Descriptive and factor analysis was used to analyze data. An empirically validated framework of the factors influencing the adoption of the flipped classroom approach in schools was obtained. This framework can guide the curriculum design of flipped classroom model courses for vocational education teachers.ERASMUS+ Strategic Partnership (2015-1-HU01-KA202-013555)No data JCR 20180.387 SJR (2018) Q2, 98/449 Computer Science (miscellaneous), 36/83 E-learning, 514/1222 EducationNo data IDR 2018UE