Hong Kong Students' Perceptions of the Flipped Classroom in an Advanced Psychology Course: A Case Study
Keywords:
flipped classroom model, Bloom's Taxonomy, higher-order thinking skills, psychology teaching, university educationAbstract
This study evaluates the impact of applying a flipped classroom model to an advanced psychology course at The Education University of Hong Kong. The study implemented mixed-method design, including pre-post surveys and focus group interviews. Overall findings indicated that students were satisfied with the flipped classroom approach but yielded no statistically significant differences in students’ learning preferences and capabilities. The authors recommend that instructors or course redesign teams be aware of the need to align learning and teaching activities as well as levels of assessment when implementing a flipped course format.
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