ABSTRACT
This study aims to examine instructors’ perceptions of using the flipped classroom compared with traditional lecture approaches at Hong Kong tertiary educational institutes. Descriptive statistics and qualitative method are shown in the study to reflect instructors’ perceptions of using the flipped classroom. The results show that the most difficult to encounter instructors in flipping a class in Hong Kong is the flipping class is very time- consuming due to insufficient technical support to teachers to implement the flipped classroom. The study concludes that instructors are positive towards the flipped classroom pedagogical approach in Hong Kong as it can effectively raise student engagement in class.
KEYWORDS
Flipped classroom