Application of flipped classroom for self-directed learning in Hong Kong secondary schools: The combination of technology and self-motivation in out-of-school learning

This research involves an experimental study of Flipped Classroom application in a Hong Kong secondary school from a student teacher perspective. The study investigated the views of students on introducing Flipped Classroom for their Self-Directed Learning in information technology subjects, Computer Literacy (CL) for junior secondary students, Information and Communication Technology (ICT) for senior secondary students. It also examined the motivational effects of Flipped Classroom towards the Self-Directed Learning of students. This mixed methods research included questionnaire results completed by 97 students and semi-structured interview results from 11 students. In addition to literature review of Flipped Classroom and Self-Directed Learning, the design of questionnaire and interview were theoretically supported by Technology Acceptance Model (TAM) and Self-regulated Learning (SRL). Matching the mixed methods research results with the firsthand experience and observation of Flipped Classroom as a student teacher, Strengths, Weaknesses, Opportunities, Threats (SWOT) of Flipped Classroom were further explored despite the proved positive views of students and motivational effects of Flipped Classroom towards Self-Directed Learning. Suggestions were also included in this paper for future application of Flipped Classroom for combining technology with self-motivation of students especially their out-of-school learning.