Volume 61, Issue 337, January - April 2025

The interplay between flipped learning, teacher professional development, and learner autonomy in higher education

Rajendra Kunwar¹, Suman Kumar Shrestha¹, Sapana Adhikari^2♦

¹Tribhuvan University, Sanothimi Campus, Bhaktapur, Nepal
²Tribhuvan University, Mahendra Ratna Campus, Tahachal, Kathmandu, Nepal

^♦Corresponding Author
Tribhuvan University, Mahendra Ratna Campus, Tahachal, Kathmandu, Nepal

ABSTRACT

This article explores the relationship between flipped learning, the professional development of the teacher, and learners' autonomy in higher education. Flipped learning is a new teaching method that has gained a lot of attention in higher education because it can make learning better and keep students more involved. This article focuses on how flipped learning, teacher professional development, and learner autonomy come together and their relationship. The first part reviews empirical evidence on the effectiveness of the flipped learning model in enhancing students learning outcomes. It then illustrates the role of teacher professional development aligning with the skills needed for effective flipped learning rollout and ways to bridge pedagogy. Similarly, this study presents the learner autonomy and a conceptual framework that enhances educational outcomes in higher education through establishing the interconnectedness among these three elements. The article delves into how these components are interrelated with each other and can thus offer a lens to holistically implement flipped learning in higher education. This review provides insights for improving teaching and learning practices for higher education practitioners and researchers.

Keywords: Flipped learning, Higher education, Instructional design, Learner autonomy, Teacher professional development

Discovery, 2025, 61, e3d1497

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DOI: https://doi.org/10.54905/disssi.v61i337.e3d1497

Published: 03 January 2025