Teacher's motivation for and experience with using flipped classroom in a PBL-environment

Investigating the use of FC in PBL environments have in our study given insight into why teachers at AAU are experimenting with using FC in their course teaching. Pedagogical problems using the traditional lecturing structure and unsatisfying teaching results from previous courses have motivated teachers to change their practice. New and more interactive learning strategies are wished to improve the course teaching. The motivation to change teaching through FC in a course-work setting can thereby be seen as supportive in a PBL environment. The teachers experiences also show that the FC approach can create alternatives to the more traditional teacher- centered lectures. Some concerns are however important to encounter e.g. using FC approach in the PBL environment. Technology and product of FC material have shown to be difficult and very time consuming, and the resources used on this part of the FC approach can risk to become too overwhelming and time consuming, and can become a barrier for developing interactive and student-centered learning material. Furthermore we have seen some concerns about the ICT impact on the teaching content and the didactic approach to knowledge production. A risc of simplifying the curriculum content when producing good video presentations can have an unknown affect on students learning. This concern should be encountered when applying FC in a PBL environment where student- centered and problem based learning is essential.