Perceived impact of flipped classroom on university teachers’ teaching job demands and resources

Authors

  • Jere Riekkinen UTUPEDA Centre, Department of Teacher Education, University of Turku, Turku, Finland https://orcid.org/0000-0001-6474-8737
  • Mari Murtonen UTUPEDA Centre, Department of Teacher Education, University of Turku, Turku, Finland https://orcid.org/0000-0003-2381-5731
  • Heidi Salmento UTUPEDA Centre, Department of Teacher Education, University of Turku, Turku, Finland https://orcid.org/0009-0000-5825-2006
  • Laura Hirsto School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland https://orcid.org/0000-0002-8963-3036
  • Sanna Väisänen School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland https://orcid.org/0000-0002-2981-912X
  • Markku Saarelainen Department of Technical Physics, University of Eastern Finland, Kuopio, Finland https://orcid.org/0000-0002-9906-4965
  • Petri Nokelainen Faculty of Education and Culture, Tampere University, Tampere, Finland

DOI:

https://doi.org/10.7577/seminar.6425

Keywords:

flipped classroom, job demands and resources model, higher education, university teachers

Abstract

Flipped classroom (FC) is a teaching method in which students come prepared to the classroom and start learning before the formal teaching situation. While its effects on the university students have been studied, there is a research gap regarding how FC affects university teachers’ job resources and demands. The aim of this study is to discover how university teachers experience teaching job demands and resources while implementing FC, and to identify what kind of demands and resources they describe. The data were gathered by interviewing university teachers (N = 9), who participated in an FC-pilot and received additional resources and support from a mentor. Interviews were analysed with qualitative content analysis to examine teachers’ descriptions of job demands and resources related to FC implementation. Four main categories concerning resources and demands were established: 1) Social 2) Teaching work 3) Organisational and 4) Developmental. The findings suggest that, in this supported FC-pilot context, teachers perceived FC as being associated with several job resources and demands. Teachers more frequently described FC-related experiences as resources than as demands.

Author Biographies

Jere Riekkinen, UTUPEDA Centre, Department of Teacher Education, University of Turku, Turku, Finland

Jere Riekkinen is a doctoral researcher at the University of Turku. He studies university teachers’ pedagogical development. He is interested in flipped classroom, generative AI in education and pedagogical innovations and practices in teaching.

Mari Murtonen, UTUPEDA Centre, Department of Teacher Education, University of Turku, Turku, Finland

Mari Murtonen is a Professor of Higher Education Pedagogy, Vice Dean of the Faculty of Education, and the Director of the UTUPEDA Centre for University Pedagogy at the University of Turku. She is the Executive Editor-in-Chief of the Finnish Journal of University Pedagogy. Her research areas include higher education teachers' development of pedagogical expertise in both traditional and digital environments.

Heidi Salmento, UTUPEDA Centre, Department of Teacher Education, University of Turku, Turku, Finland

Heidi Salmento, Ph.D. (Education), is a University Lecturer in Doctoral Supervision Development at the University of Turku, Finland. Her research focuses on the teaching and learning of scientific thinking in higher education and the development of university teachers’ and doctoral supervisors’ pedagogical expertise in both traditional and digital learning environments.

Laura Hirsto, School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland

Professor Laura Hirsto works as a vice-rector of University of Eastern Finland. Hirsto is leading various research and development projects related to academic and educational development, student learning and teacher learning in various contexts. Her interest are in higher education students’ and teacher students’ learning and motivational processes and in variations of effective teaching and learning environments.

Sanna Väisänen, School of Educational Sciences and Psychology, University of Eastern Finland, Joensuu, Finland

Dr Sanna Väisänen, School of Educational Sciences and Psychology, University of Eastern Finland, Finland. Väisänen is a university lecturer in university pedagogy. Her research interests are in higher education students’ well-being, flipped classroom, students’ generic skills and learning analytics. She also examines higher education teachers’ pedagogical development.

Markku Saarelainen, Department of Technical Physics, University of Eastern Finland, Kuopio, Finland

Markku Saarelainen, PhD, is a University Lecturer in Physics at the University of Eastern Finland. His research and teaching focus on physics education, student-centered learning, and the implementation of the flipped classroom method in higher education. He has extensive experience in training university teachers in innovative pedagogical approaches and has contributed significantly to the development of learning environments

Petri Nokelainen, Faculty of Education and Culture, Tampere University, Tampere, Finland

Petri Nokelainen, PhD in Philosophy, is a full professor at Tampere University. His research focuses on human behaviour and psychological processes in vocational education, engineering higher education, and working life, using Bayesian methods to investigate their dynamics in longitudinal data.

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Published

2026-11-11

How to Cite

Riekkinen, J., Murtonen, M., Salmento, H., Hirsto, L., Väisänen, S., Saarelainen, M., & Nokelainen, P. (2026). Perceived impact of flipped classroom on university teachers’ teaching job demands and resources . Seminar.Net, 22(1). https://doi.org/10.7577/seminar.6425

Issue

Vol. 22 No. 1 (2026): New Editors, Renewed Relevance for Media Education

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Articles

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Copyright (c) 2026 Jere Riekkinen, Mari Murtonen, Heidi Salmento, Laura Hirsto, Sanna Väisänen, Markku Saarelainen, Petri Nokelainen

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