ABSTRACT
Flipped learning instruction, which integrates technology into learning, has proven to be a more effective and efficient approach to supporting student learning and achieving better learning outcomes in higher education. However, successful implementation of flipped learning requires significant advance preparation and active participation of learners using technology prior to subsequent in-class meetings, and it is this “out-of-class readiness” that poses great challenges for both leaners and instructors. In view of this, this chapter (1) informs readers of the key constructs and advantages of flipped learning while drawing on theories and approaches aligned with flipped learning, such as social constructivism, student-centered active learning, and output-driven theory, (2) provides key issues facing researches and practitioners based on the authors’ own implementation experiences and research studies, (3) offers solutions/suggestions to instructors to overcome these difficulties, and (4) presents pedagogical implications with a special focus on strategies and techniques instructors can either employ or combine with flipped learning to enrich student learning experiences while also elevating the quality of out-of-class learning. This entire chapter will serve as a model for future instructors who are interested in flipped learning methods.
