This essay utilizes an auto-ethnographic case study approach to explore the processes, models, constraints, and outcomes of a faculty member transitioning from a traditional classroom to a flipped learning environment. The case emphasizes how to set up a flipped environment, problems associated with implementation, exploration of some of the potential underlying reasons for failure, and finally, some recommendations for future approaches to make flipped learning more palatable for students.
- Role: Principle Investigator
- Co-Investigator: None
- Level: Late
- Status: Manuscript under review