Flipped classroom to unleash the potential of Vocational and Professional Education and Training (VPET)

Document Type

Conference Proceeding

Publication Date



Flipped, Learning, Classroom, Blended learning, Mini-MOOC, Vocational, Professional, Education, Training


With the popularization of internet development, the learning behavior of the new generation is changing dramatically. In fact, online teaching and learning with advanced multimedia technologies have already been successfully adopted in many countries around the world. The idea of “Flipped Classroom” can be traced back to early 2000’s when some researchers demonstrated how traditional classroom activities can be “flipped” outside a classroom. In 2015, Professor Rick, Glofcheski. performed a “flipped-classroom” learning experience in the University of Hong Kong and received positive feedbacks from students and tutors. Recently, Professor Ricky, Kwok. (2017) had shared how his 4Cs formula was helpful to motivate students’ attention. Likely, they spring up the popularity of flipped classroom. The Vocational Training Council (VTC) of Hong Kong would like to explore the feasibility in adopting these new pedagogical approaches in vocational and professional education and training (VPET) in Hong Kong. The Department of Construction at IVE(Morrison Hill) under VTC has launched a series of pilot studies on using flipped classroom and online teaching and learning since the academic year 2016/17. This paper presents the results of one of the pilot studies, which is designed to study the feasibility of the concept of flipped classroom in VPET with the objectives to gain some hands-on experience in conducting flipped classroom teaching, to collect feedbacks from students and teachers of the learning experience, to study the learning effectiveness and to identify the success factors in adoption of flipped classrooms in VPET. Two modules were chosen to perform flipped classroom teaching. After that, questionnaires were issued to collect students’ feedback. Assessments were carried out to compare the performance of the students with controlled groups. Through the pilot studies, we would assess the feasibility with suggestions to enhance the practicality of flipped classroom in VPET. In general, we evidenced that the application of flipped learning classroom did motivate students to learn outside the classroom and promote peer learning between among themselves.

Source Publication

The 11th International Symposium on Advances in Technology Education

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