An Iterative Approach for Institutional Adoption and Implementation of Flipped Learning: A Case Study of Middle East College

  • Dhivya Bino
  • Kiran Gopakumar Rajalekshmi
  • Chandrasekhar Ramaiah
Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 715)


This paper presents an iterative framework for institutional level adoption of flipped learning based on the experience of implementing it at Middle East College, Oman. The framework is designed in three phases with each phase spread out over 2 years. A combination of models: the ‘Lewin’s Change Management Model’ and the quality assurance ‘ADRI Model’ has primarily inspired the design of the framework. The phased approach of implementation ensured that at any point in time all the modules undertaken by a student is taught in the flipped mode whereas all modules of a program is progressively flipped semester wise. Elements of work and evaluation of each phase were delineated into three categories as strategy, structure, and support. It was found that the phased cyclical approach helps to systematically and progressively implement flipped learning at a monolithic scale with minimal disturbance to the core functioning of the institution managing the associated risks effectively. The project also proved that contextual pedagogical definitions and E Learning content availability supported by curriculum with assessments suitable for flipped learning are required for ensuring quality of implementation.


Flipped learning Institutional framework for implementation ADRI model Lewin’s Change Management Model 


  1. 1.
    Alsaadi, H.: Giving voice to the voiceless: learner autonomy as a tool to enhance quality in teaching and learning in higher education. In: Oman National Quality Conference, Research Gate, Muscat (2012)Google Scholar
  2. 2.
    Lage, M.J., Platt, G.J., Tregalia, M.: Inverting the classroom: a gateway to creating an inclusive learning environment. J. Econ. Educ. 31, 30–43 (2000)CrossRefGoogle Scholar
  3. 3.
    Baepler, P., Walker, J.D., Driessen, M.: It’s not about seat time: blending, flipping, and efficiency in active learning classrooms. Comput. Educ. 78, 227–236 (2014)CrossRefGoogle Scholar
  4. 4.
    Forsythe, E.: Integrating recent CALL innovations into flipped instruction. In: Flipped Instruction: Breakthroughs in Research and Practice, pp 160–167. IGI Global, Japan (2017)Google Scholar
  5. 5.
    Razvi, S., Trevor-Roper, S., Goodliffe, T., Al-Habsi, F., Al-Rawahi, A.: Evolution of OAAA strategic planning: using ADRI as an analytical tool to review its activities and strategic planning. In: Proceedings of Seventh Annual International Conference on Strategic Planning for Quality Assurance and Accreditation of Universities and Educational Arab Institutions, Cairo (2012)Google Scholar
  6. 6.
    Sakhtivel, A.M.: Promotion of research culture in sur university: a case approach. In: Handbook of Research on Higher Education in the MENA Region: Policy and Practice. IGI Global (2014)Google Scholar
  7. 7.
    Pennigton, R.: Organizational Change and Development: An African Perspective. Knowres Publishing, Johannesburg (2003)Google Scholar
  8. 8.
    Porter, W., Graham, R., Spring, A.: Blended learning in higher education: institutional adoption and implementation. Comput. Educ. 75, 185–195 (2014)CrossRefGoogle Scholar
  9. 9.
    Ping, L.C., Tianchong, W.: A framework and self assessment tool for building the capacity of higher education institutions for blended learning. In: Blended Learning for Quality Higher Education: Selected Case Studies on Implementation, UNESCO (2016). Accessed 29 June 2017
  10. 10.
    Lewin, K.: Frontiers of group dynamics: concept, method and reality in social science, social equilibria, and social change. Hum. Relat. 1, 5–41 (1947)CrossRefGoogle Scholar
  11. 11.
    Waterman Jr., R.H., Peters, T.J., Philips, J.R.: Structure is not organization. Bus. Horiz. 23, 14–26 (1980)CrossRefGoogle Scholar
  12. 12.
    Rajalekshmi, K.G., Chikwa, G., Bino, D.: The end of the “sage on the stage”: assessing the impact of flipping classrooms on teaching and learning practice across multiple disciplines at a higher education institution in Oman. In: ICERI 2015 Proceedings, Seville, pp. 3916–3922 (2016)Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Dhivya Bino
    • 1
  • Kiran Gopakumar Rajalekshmi
    • 1
  • Chandrasekhar Ramaiah
    • 1
  1. 1.Middle East CollegeMuscatOman

Personalised recommendations