University Teachers' Perceptions of Flipped Classroom: A Qualitative Study

This qualitative study aims to explore university teachers' perceptions on using flipped classroom in the didactic context of higher education. Based on extensive reading of the educational research literature that dealt with the flipped or inverted pedagogical framework and the perceptions of teachers, we argue that a limited number of previous studies addressed the issue in higher education. The present study attempts to fill this gap, by reviewing the literature and conducting a qualitative study with university teachers. The sample consisted of 25 university teachers from various faculties at three public universities in Egypt, who previously employed flipped classroom as a pedagogical approach or an instructional strategy in different disciplinary domains. Semi-structured interviews were conducted with the participants in order to collect the data, and transcripts were subsequently thematically analysed. The findings indicate that Egyptian university teachers' perceptions towards the use of the flipped classroom are overall positive. Moreover, flipped classroom is grasped as an authentic support for the teaching and learning processes in higher education, and also enables university teachers to effectively embed technology into their pedagogy.