Flipped Classrooms as an Experiential Learning Strategy: How Do Faculty Adapt to Teaching with Instructional Technology?

Abstract

Institutions of higher education seeking to stay relevant and accountable in today’s fast-paced, shortened-focused, digital technology age, realize that the time has arrived to apply a variety of newer technology-based pedagogical strategies (Bergmann & Sams, 2012; Bonilla, 2011; Gerstein, 2012; Mazur, 1996). A flipped classroom “uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom” (Strayer, 2012, p. 171). Technology use is often dictated by faculty attitudes and perceptions rather than by course content (Davis, 2011; Parker, Bianchi, & Cheah, 2008).

This mixed methods study was guided by two research questions:

1. To what extent do age, gender, years of teaching experience, and faculty rank relate to attitudes toward instructional technology usage and usage via flipped teaching strategies?

2. How do faculty perceive the use of instructional technology with regard to flipped classroom teaching strategies?

Using a multiphase mixed methods design, this study examined and explored faculty perceptions of instructional technology used in experiential flipped classroom settings. Phase I data collection surveyed faculty members N=118 on four campuses of a private academic institution; Phase II data collection involved N=13 focus groups and N=6 depth interview participants who consented as part of the survey phase; Phase III comprised elite interviews with campus information technology staff N=4, who then participated in Phase IV reflective questionnaires.

No statistically significant relationship was found between age, gender, faculty rank, or years of teaching experience and attitudes toward instructional technology or usage via flipped teaching strategies. Analysis of the qualitative data resulted in the emergence of six themes: a) early adopters, b) comfort, c) time, d) tools, e) training, and f) recognition. Results of connected quantitative and qualitative findings suggested that those who identify with the very principles of technology, such as innovation, progress, and change, adopted instructional technology for reasons that were highly personal factors versus external or job-related influences or factors.

This study may provide higher education stakeholders with a richer understanding of the relationship between faculty, flipped classroom, and best practices with regard to instructional technology use.