Flipping the Classroom: Will the Changes of Teachers Influence Learning Outcomes?

The flipped classroom approach is one of the widely adopted instructional strategies that transform the traditional teaching practice into a technology-enriched learning practice. With the use of eLearning technology tools, it holds promises to enhance learning performance and enrich learning experiences through restructuring the teaching and learning activities. Beyond this, the flipped classroom approach is also promising in promoting the interactions between teachers and students. However, there is an insufficient understanding of the effect of teachers' characteristics on learning performance. To address this, we intended to advance the understanding of the interactions between teachers and students in a flipped learning course. Specifically, we attempted to investigate the consequences of learning performance if a flipped course was facilitated by different teaching staff. We adopted a purposive sampling to recruit students who attended the same course with the same course design and curriculum but taught by different teaching staff to evaluate their learning outcomes after their flipped learning experiences. Results indicated that students did not show significant differences in their generic skills of critical thinking and problem-solving skills, as well as their communication and interpersonal skills. These results indicated that students' learning outcomes are not directly influenced by the different teaching staff. Practical and theoretical implications will be discussed.