Mindset Rather Than Technology Is What Really Matters in Flipped Classroom in College English Teaching: An Organization Development Perspective

Authors

  • Xiaolong Feng Zhejiang Yuexiu University of Foreign Languages

DOI:

https://doi.org/10.30564/ret.v3i1.1431

Abstract

This paper demonstrates the implementation of flipped classroom in a private university and explicitly interprets the three major resisting forces that undermine the application of flipped classroom in college English teaching. Based on in-depth analysis of voices from different stakeholders, it is illustrated that administrators in the focal institution lack a clear mission of external adaptation and should be more aware of hearing different voices instead of forcing the policy. As for teachers, they are used to traditional teaching delivery and fear for technology challenge and the possibility of being substituted by technology, moreover, they do not have the initiative to make innovation in tech-based teaching approaches. In terms of students, due to their lack of independent learning ability and their dependence on teacher-centered classroom context, it is challenging to change their awareness and accept the flipped classroom. Based on the situation, it is suggested in the paper that stakeholders should adapt their mindset to the external changes, and leaders in the school need to model the way of the flipped classroom and inspire a shared vision so that it creates psychological safety for its members to try new things. 

Keywords:

Key words, flipped classroom, mindset, stakeholders, deep change, psychological safety, whole brain literacy

References

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Issue

Vol. 3 , Iss. 1 (January 2020)

Article Type

Research Article

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