This paper reflects on an initiative led by the author in collaboration with six teachers across different faculties that sought to adopt flipped classroom pedagogy in a liberal arts university in order to implement the university’s strategic plan for blended learning. The author was an academic developer who adopted a research-informed teaching approach to attract faculty buy-in. It was found that in this initiative, the flipped classroom’s success was due to the appropriateness of content and teachers’ pedagogical knowledge, rather than just their competence in information technology.
Bibliographical noteI would like to convey my gratitude to all participating teachers and students in this project, without whom this project could not have been implemented. Special thanks must go to the editors and anonymous reviewers for their insightful and constructive comments on the earlier versions of this paper. Last, but not least, I extend my sincere thanks to Dr. Tracy Zou and my research assistant, Rita Leung, for their unfailing support.
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- Academic development
- blended learning
- flipped classroom
- liberal arts education
- research-informed teaching