A case study exploring teacher experiences in a Flipped Learning

The flipped classroom approach is an innovative pedagogical concept that allows the instructor to use various learning activities in the classroom. In this approach, the traditional concept of learning is reversed, and the learner-centred activities are encouraged in classrooms, whereas the lectures or the instructions are moved to the home environment via online instructional videos or other educational materials. This approach has been perceived as an effective incorporation of technology in education. However, there are limited studies about the effectiveness of this approach, especially in a high school context. This study used a qualitative case-study method to determine the impact of the flipped classroom approach on teacherexperiences in computer science in high school in the Saudi Arabia educational context. The study focused on teacher experience. The impact of using the flipped classroom approach the teacher experience was investigated by employing two data methods; namely interview and observation. Although the teacher faced some challenges in the flipped classroom approach, the teacher was shown to have a good experience in this approach compared to the traditional classroom. The study also found that the flipped classroom approach is appropriate for teaching computer science. However, the teacher is requested to make an extra effort to produce instructional videos in order to meet the students’ expectations. It is also equally important to think about designing the appropriate classroom activity to ensure the students would engage and participate in the classroom. Future study can consider the effect of the flipped classroom approach on a different subject.