English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

With the rapid advancement of IT, more and more attempts have been made to incorporate this modern technology into education. Of the newest teaching and learning devices and approaches, the use of microlectures and the idea of flipped classroom model(known as FCM) have caught the attention of many teachers. While the new teaching device and the innovative teaching approach succeed in some teachers’ classes, they are doomed to failure in others’ for this new approach involves prerequisites of which many teachers might not be fully aware of before their teaching practice, the lack of which might become barriers. This paper presents a post hoc analysis of a failed case with FCM and attempts to discuss, at a macroscopic level, problems with preconditions for FCM that currently exist, in the hope that teachers who are making an attempt at FCM can be aware of these problems and thus would make better preparation for it so as not to repeat the failure should they conduct FCM in their teaching. As are revealed by a detailed analysis of the reasons and a further deliberation on the failure with regard to a successful case, students’ inadaptability to unmonitored e-learning, teachers’ inadequate knowledge of computer science and information technology, the lack of a desirable communication platform and restrictive syllabuses may all hinder the smooth application of FCM, among which, the lack of a desirable communication platform and teachers’ lack of adequate knowledge of computer science and information technology have become a bottleneck in the application of FCM.

Current problems with the prerequisites for flipped classroom teaching---a case study in a university in Northwest China