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Professional Development to Promote Active Learning in the Flipped Classroom: A Faculty Perspective

Abstract This article describes a professional development project that sought to increase active engagement in higher education classrooms. Flipped pedagogy was the focus of the professional development, as research suggested that flipped instruction allows for increased active engagement in the classroom. The authors describe how they guided faculty in the integration of flipped pedagogy, designing active learning activities, and assessing student learning. In addition, faculty perceptions of their integration of flipped instruction are discussed. Faculty perceptions suggested that flipping increased opportunity for active learning strategies within their classrooms. Faculty also felt better able to assess student understanding during activities. But flipping was not without its challenges. This article shares both the benefits and challenges of flipping instruction in higher education.