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Flipped classroom in higher education: An investigation of instructor perceptions through the lens of TPACK

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Abstract

This study was carried out by using the nested single case study design, which is a qualitative case study method, in order to determine the experiences and thoughts of the instructors about the flipped classroom method. The experiences of the instructors related to the flipped classroom were examined within the framework of Technological Pedagogical and Content Knowledge (TPACK). The study group of the research consisted of instructors working at a state university in Turkey, and taking part in 4 different departments determined by purposive sampling. Five instructors were interviewed, and one instructor's lesson was observed. The data were collected through a semi-structured interview form and observation form developed by the researchers. Content analysis method was used in the data analysis. The definitions of the flipped classroom, the technologies used in the flipped classroom, the effects of the flipped classroom on students, the difficulties encountered in the flipped classroom, and the themes and sub-themes for making the flipped classroom more effective were determined as a result of the interviews with the instructors. There were various positive and negative opinions of the participants under each topic. According to the results of the study, TPACK-related competencies of the instructors in integrating technology into learning environments also had an important place in the development or provision of course materials as well as the use of these materials in the flipped classroom.

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Availability of data and materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Abbreviations

TPACK:

Technological pedagogical and content knowledge

CK:

Content knowledge

PK:

Pedagogical knowledge

TK:

Technology knowledge

PCK:

Pedagogical content knowledge

TCK:

Technological content knowledge

TPK:

Technological pedagogical knowledge

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Acknowledgements

The authors are indebted to the participating instructors.

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The authors did not receive any funding for this research.

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Authors and Affiliations

  1. Department of Computer Education and Instructional Technology, Faculty of Education, Amasya University, Amasya, Turkey

    Esma Yıldız

  2. Distance Education Application and Research Center, Sakarya University of Applied Sciences, Sakarya, Turkey

    Uğur Doğan

  3. Distance Education Application and Research Center, Artvin Coruh University, Artvin, Turkey

    Özkan Özbay

  4. Department of Computer Education and Instructional Technology, Faculty of Education, Hacettepe University, Ankara, Turkey

    Süleyman Sadi Seferoğlu

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  1. Esma Yıldız
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  2. Uğur Doğan
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  3. Özkan Özbay
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  4. Süleyman Sadi Seferoğlu
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Contributions

Esma Yıldız: Conceptualization, Methodology, Formal analysis, Writing – original draft, Writing – review & editing. Uğur Doğan: Conceptualization, Methodology, Formal analysis, Writing – original draft, Writing – review & editing, Investigation. Özkan Özbay: Conceptualization, Meth-odology, Writing – original draft, Writing – review & editing, Investigation. Süleyman Sadi SEFEROĞLU: Conceptualization, Methodology, Writing – review & editing.

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Correspondence to Özkan Özbay.

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A part of this study was presented as an oral presentation at the 13th International Computer and Instructional Technologies Symposium held May 02—04, 2019, in Kirsehir, Turkey.

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Yıldız, E., Doğan, U., Özbay, Ö. et al. Flipped classroom in higher education: An investigation of instructor perceptions through the lens of TPACK. Educ Inf Technol 27, 10757–10783 (2022). https://doi.org/10.1007/s10639-022-11059-8

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