Ng, Wee Leng

In recent years, university instructors in many countries have implemented “flipped” learning as one form of “blended learning” to bring about more active learning of undergraduate courses, in particular Mathematics, Science, Engineering, Computer Science, and Information Technology. Under this model, the traditional pedagogy of using class time to lecture on new academic content followed by completing assignments outside class is “flipped” so that students learn some of the new content on their own and then come to class to resolve their confusions and to engage in extended problem solving. The details of flipped learning vary considerably, but the main claim, based on learning theories and research findings, is that under this learning model, supported by digital resources, students will enjoy this type of learning, master the academic contents, and develop intellectual skills, such as independent learning using technology and print materials, critical thinking, and collaboration (Bishop & Verleger, 2013; Brewley, Boindala & Sinclair, 2017; Fulton, 2014; Hamdan, McKnight, McKnight & Arfstrom, 2013; Herreid & Schiller, 2013; Love, Hodge, Grandgenett & Swift, 2014; O’Flaherty & Phillips, 2015).

In Singapore, DPM Heng Swee Keat, then Minister for Education, in his keynote address at Work Plan Seminar 2013, recommended developing flipped classroom as an initiative to enrich student learning in schools. At the university level, Nanyang Technological University (NTU), through the NTU Education 2013 initiative, has begun to trial flipped classroom in some of its schools, as preparation for introducing this model across the university in the coming years. Hence, there is a need to study the nature and effects of flipped classrooms to address the current dearth of local research about this model. The theorization, resources, and findings from this project will also highlight Singapore’s contribution to the ongoing global discussion about this exciting pedagogy.