A Case Study on the Flipped Classroom in a Chinese Undergraduate Course

This article investigated students' learning participation and learning outcomes in a two round pilot study of the flipped classroom method. The empirical case study provided a detailed description on how the flipped classroom method was personalized and applied to a traditional classroom with a large number of students at a Chinese University. Findings from these two round pilots indicate that students became more involved in learning activities, were more active in cooperating, communicating, and discussing with peers than when they were in a traditional class. However, findings from this study also indicated some issues with implementing the flipped classroom method such as uneven learning outcomes, heavy working load, and others.