Hong Kong students' perceptions of the flipped classroom in an advanced psychology course: A case study

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Abstract

This study evaluates the impact of applying a flipped classroom model to an advanced psychology course at The Education University of Hong Kong. The study implemented mixed-method design, including pre-post surveys and focus group interviews. Overall findings indicated that students were satisfied with the flipped classroom approach but yielded no statistically significant differences in students’ learning preferences and capabilities. The authors recommend that instructors or course redesign teams be aware of the need to align learning and teaching activities as well as levels of assessment when implementing a flipped course format. Copyright © 2020 Miami University.
Original languageEnglish
Pages (from-to)109-129
JournalJournal on Excellence in College Teaching
Volume31
Issue number4
Publication statusPublished - 2020

Citation

Wan, S. L. Y., Cheung, K. L., & Lin, X. Y. (2020). Hong Kong students' perceptions of the flipped classroom in an advanced psychology course: A case study. Journal on Excellence in College Teaching, 31(4), 109-129.

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