Flipping a course is not easy: Case of the flipped, FLOPPED, then flipped performance based instructional design course to promote technology integration
Abstract: This case study was designed to document findings regarding the experiences of flipping a traditional field based course to an iPad-required course. Over the period of four semesters, the performance based course has been designated as an iPad required class. Teacher candidates had to have an iPad for the course. On the first day of the course students completed a pre-survey. On the last day of class students completed a post survey. The study used Holmberg’s theory of interaction and communication to show student-to-student; students to instructor; instructor to content and student to content interactions. A total of 95 teacher candidates participated over the period of three semesters. The mixed results show that some teacher candidates were excited with the flipping of the class whereas others did not find the use of iPad as helpful because of their majors. In addition, the instructor had to adjust and readjust to cope with the challenges posed by flipping a course.