期刊名称：Research and Practice in Technology Enhanced Learning
电子版ISSN：1793-7078
出版年度：2017
卷号：12
期号：1
页码：1-11
DOI：10.1186/s41039-017-0047-7
语种：English
出版社：Springer
摘要：Abstract Flipped classroom teaching has become a significant trend in education in recent years, but there remain significant challenges in persuading some teachers to adopt this novel method. Through the lens of Ertmer’s first- and second-order barriers to change, this paper presents a study began with the need to understand barriers to the adoption of flipped classroom in Hong Kong public secondary schools. Data collected from a questionnaire with open-ended opinion polls for secondary teachers in Hong Kong and their accompanying comments and feedback revealed that both first-order and second-order barriers were hindering their adoption of flipped classrooms into their teaching practices. While the first-order barriers are being resolved with school and government initiatives, a programme of professional development for teachers, as one of the most tangible approaches to capacity building, was provided throughout 2014–2015 school-year as a strategic intervention. Based on the feedback received, some attributes of effective teachers’ capacity building are discussed, and a set of recommendations for catalysing teachers embracement of flipped classroom are given.
