What is the De Facto? Implementation of the Flipped Classroom Approach in Higher Education: Veteran Professors’ Experiences Over Multiple Years

Abstract

The flipped classroom approach is an effective alternative to traditional teaching methods. However, further research is necessary to understand its long-term impact. This qualitative research study delved into the prolonged implementation of flipped learning by conducting interviews with professors from various academic institutions across different countries. The study focused on professors from STEM and Education Sciences disciplines with extensive experience in implementing the flipped learning method and a significant body of scholarly work. The study’s findings indicated that educators view this approach as valuable for providing feedback and fostering active learning strategies. However, challenges to its implementation include entrenched traditional teaching cultures, resistance to change, and unprepared students. The research also revealed a lack of theoretical guidance for this method and recommended practical strategies for its effective implementation. The study highlights the importance of providing effective guidance for educators to successfully implement flipped learning and its influence on higher education policies.