Flipped Classroom in a session-based part-time programme – Research – Department of Teacher Education
Flipped Classroom in a session-based part-time programme
In session-based part-time programmes, a substantial part of the learning process takes place between campus sessions, while the limited time available on campus must be used as effectively as possible. Flipped Classroom is a teaching approach that can support this by moving parts of the content delivery traditionally conducted on campus to students’ preparatory work before the sessions, allowing campus time to be used for student-active learning, discussions, and the sharing of experiences. This project implements Flipped Classroom in the Vocational Didactics course within the FPPU programme and investigates how students experience this teaching approach, as well as the opportunities and challenges it presents in a session-based part-time programme.
Project periode
01.09.2026 - 31.12.2028
Funding
NTNU
Research group
Leader of research project
Project plan
The study is a qualitative research project. Flipped Classroom is implemented and further developed over a two-year period involving two student cohorts. The data material consists of focus group interviews with students and reflective conversations with teacher educators. Data collection will be conducted during the spring semesters of 2027 and 2028.
Autumn 2026: Initial Implementation
- Initial implementation with Cohort 1 on selected topics in vocational didactics and internal evaluation.
- Focus: implementation, evaluation, and further development of the teaching approach.
Spring 2027: Continued Implementation and Data Collection
- Continued implementation on selected vocational didactics topics with Cohort 1.
- Focus: refinement and continuation of the teaching approach based on experiences from the initial implementation.
Data Collection 1:
- Focus group interviews with Cohort 1.
- Student survey.
- Reflective conversations with teacher educators.
Autumn 2027: Second Implementation
- Continued implementation with Cohort 2.
Spring 2028: Continued Implementation and Data Collection
- Continued implementation with Cohort 2.
Data Collection 2:
- Focus group interviews with Cohort 2.
- Student survey.
- Reflective conversations with teacher educators.
Analysis and Research Contribution
This phase aims to integrate and interpret data from the entire project period to develop knowledge about the use of Flipped Classroom in the context of a part-time, campus-based programme in Vocational Didactics. The analyses draw on the experiences and perspectives of both students and teacher educators and seek to develop knowledge that can contribute to understanding and designing teaching and learning in educational programmes where a substantial part of the learning activities takes place between campus sessions.
About the project
The project investigates how students in the Vocational Didactics course within the Flexible Practical-Pedagogical Education (PPU-Y) programme experience Flipped Classroom as a teaching approach in a part-time, campus-based programme. The project is motivated by a desire to explore teaching approaches that make better use of limited campus time by relocating parts of the content delivery to students’ preparatory work before campus sessions. The aim is to develop knowledge about the experiences, opportunities, and challenges associated with Flipped Classroom in an educational context where students work independently between campus sessions.
The implementation involves the development of instructional videos related to key course topics, accompanying reflection questions, and the redesign of campus-based teaching sessions. Students are given access to the videos before each campus session and complete reflection tasks that form the basis for discussion, experience sharing, and further academic work during the sessions. The intention is to support students in arriving prepared and to make greater use of student-active learning approaches during campus time.
The study is conducted as practitioner research, where teacher educators develop, implement, and investigate their own teaching practice. The project employs a qualitative research design with a reflective and interpretive approach. The data material consists of focus group interviews with students and reflective conversations with teacher educators. Participants include two student cohorts from the FPPU programme, representing diverse vocational backgrounds and varying experiences from education and working life. This provides a broad basis for exploring different perspectives on Flipped Classroom within the specific study context.
The research contribution lies in developing knowledge about how Flipped Classroom is experienced and understood within a part-time, campus-based vocational teacher education programme. The study focuses on the relationship between preparatory work, learning activities on campus, and students’ experiences between campus sessions. The findings may contribute to the understanding and design of teaching and learning in flexible and campus-based programmes and provide insights relevant to educators and academic communities interested in implementing Flipped Classroom in similar educational contexts.