Development and Evaluation of a Worksheet to Design a Flipped Classroom for University Faculty

Abstract

This study aimed to develop and assess a worksheet for designing flipped classrooms. First, previous studies were reviewed, and the following development requirements for designing flipped classrooms were identified: (A) Establishing the premise of flipped classrooms, (B) Designing pre-class and in-class activities, and (C) Ensuring the interconnection and alignment of pre-class materials with in-class activities. Based on these requirements, a flipped classroom redesign worksheet was developed for use among university faculty when conducting a flipped classroom session. Subsequently, fourteen university faculty members used the worksheet in an online workshop. The results revealed that over 10 faculty members were able to design a class that adhered to the development requirements related to (A) through (C), and feedback indicated that the worksheet was helpful and user friendly. Finally, the characteristics of interconnection and alignment were summarized, emphasizing the presence of various interconnection relationships that extend beyond formative evaluations. Notably, one challenge identified during the process was the faculty's lack of pedagogical knowledge, particularly in designing in-class activities. In addition, while the worksheet proved to be beneficial, it was evident that additional support, possibly extending beyond the scope of developed worksheets, may be necessary.