Flipped classroom in higher Norwegian IT education

  • Per Lauvås Westerdals Oslo ACT
  • Arne Styve Norwegian University of Science and Technology

Abstract

In recent years, Flipped Classroom has been a well described approach to organizing a learning environment. The approach is, and has been, in use at many levels of educational systems in many parts of the world and within different subject areas. In this study, we narrow the scope and focus on the use of Flipped Classroom within higher Information Technology (IT) education in Norway. We want to investigate if Flipped Classroom is in use, and if so, to what degree? What are the stories from educators who have tried Flipped Classroom when teaching IT related courses in higher education?

Through semi structured interviews we want to investigate the motivation behind choosing this pedagogical method, and the results of course deliveries in a Flipped Classroom setting.

The findings suggest that the use of Flipped Classroom in higher Norwegian IT education is limited. The experiences of using the approach, conveyed through the interviews, are positive. Most students are satisfied. The teacher is happy. The academic results are as good or even better than those achieved prior to flipping the classroom. So why is the use of Flipped Classroom limited when the results are good? The interviewees have their opinions on that question also.

The study provides a look into the current status of Flipped Classroom usage in the higher Norwegian IT education. It also provides good tips to those who are planning to flip the classroom for the first time.

Published
2017-11-26
Section
Undervising og Didaktikk i IT-faga