Framework for Teaching Parallel Flipped Classrooms

Abstract

Advancements in information technology has given rise to a new flipped learning environment that is increasingly used at post-secondary institutions. This new pedagogical approach provides a personalized learning experience by accommodating different students’ learning styles. Students interact with the course material prior to attending scheduled face-to-face instruction, where learning is reinforced by working through examples and application problems. This paper provides a practical guiding framework for the collaboration and coordination of multiple instructors in a flipped delivery course style, based upon a literature review, qualitative research, and experience. We used a qualitative approach using a questionnaire to gather lessons learned and suggestions from instructors. The responses were analyzed to extract common themes which were mapped to create a conceptual framework for successful multi-instructor flipped course delivery. Recommendations are made as per three chronological sequences of before, during and after the course offering. The framework aims to support the planning, implementation and evaluation stages of organizing and managing a multi-instructor flipped course. This paper stresses the importance of the teaching team proactively completing the planning and design of course components before the start of the course. Quantitative student feedback received from the fall 2018 course offering in Schulich School of Engineering at the University of Calgary is used to support the flipped classroom delivery, multi-instructor delivery style.