Instructional support for the faculty members to promote flipped classroom based on the IDEAL model in Japanese higher education

This research was conducted to suggest a design for instructional support that faculty members could use to promote an effective flipped classroom. To accomplish this, a questionnaire survey was first conducted on the current state of flipped classrooms for university faculty members in order to obtain teacher support methods. Second, the survey results were used to design instructional support for faculty members to promote an effective flipped classroom based on the integrated design, evaluation, and assessment of loadings (IDEAL) model. By examining the survey results, the author identified four points as problems and opportunities to define goals, and from which to explore possible strategies. Based on these points, the author developed and prepared a learning environment about writing and a staff development course for teachers to experience the flipped classroom as both learners and teachers. After experiencing the flipped classroom, instructors developed lessons based on their reflections as learners.