This research centres on the Flipped Classroom’s (FC or inverted classroom) implementation in a higher education context, with a particular focus on the instructors’ role.The research aims are to define the characteristics of the lecturers that implement Flipped Classroom and how they perceive their role.Sequential exploratory design was used as a method. In the first, qualitative, phase, 20 in-depth interviews were undertaken with Italian, Spanish, and UK lecturers. In the second, quantitative, phase a structured questionnaire, built on the results obtained from the qualitative data, was submitted to 311instructors of the University of Palermo.Results show that lecturers who implement Flipped Classroom embrace actively the required change of role and are highly committed to meeting their students’ needs. Moreover, they perceive themselves as facilitator and guide of the students’ learning process.
|Titolo della pubblicazione ospite||La ricerca educativa e didattica nelle scuole di dottorato in Italia|
|Numero di pagine||17|
|Stato di pubblicazione||Published - 2020|
|Nome||QUADERNI DEL DOTTORATO SIRD|