Background
In recent years, the landscape of higher education has witnessed a transformative shift—one that challenges the conventional norms of teaching and learning. Flipped learning and teaching, with its innovative pedagogical model, have emerged as powerful agents of change. This approach redefines the traditional classroom dynamic by swapping the sequence of content delivery and homework activities. In a flipped classroom, students no longer passively absorb information during lectures; instead, they actively engage with instructional materials—such as videos, readings, or podcasts—outside of class. This paradigm shift liberates precious in-class time, allowing educators to foster deeper understanding, collaborative activities, and meaningful interactions.
In 2023, with the support of UGC funding, the Flipped Learning and Teaching Initiative (FLTI) team, initiated a project that delved into exploring effective strategies for flipped learning and teaching in higher education. Our goal is twofold: first, to gain a thorough understanding of existing practices, and second, to identify opportunities for integrating innovative and emerging technologies—such as generative AI—into the flipped classroom model. To achieve this, we have employed a combination of quantitative and quantitative approaches to collect data from both students and teaching staff at PolyU.
