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

Forfattere

  • Jere 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

Emneord (Nøkkelord):

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

Sammendrag

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.

Forfatterbiografier

Jere, 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.

Referanser

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1–14. https://doi.org/10.1080/07294360.2014.934336

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021

Ansori, M., & Nafi’, N. N. (2018). English Teachers’ Perceived Benefits and Challenges of Flipped Classroom Implementation. JEELS (Journal of English Education and Linguistics Studies), 5(2), Article 2. https://doi.org/10.30762/jeels.v5i2.820

Baig, M. I., & Yadegaridehkordi, E. (2023). Flipped classroom in higher education: A systematic literature review and research challenges. International Journal of Educational Technology in Higher Education, 20(1), 61. https://doi.org/10.1186/s41239-023-00430-5

Baker, S. E., & Edwards, R. (2012). How many qualitative interviews is enough? Expert voices and early career reflections on sampling and cases in qualitative research. https://cris.brighton.ac.uk/ws/portalfiles/portal/301922/how_many_interviews.pdf

Bakker, A. B., & Demerouti, E. (2007). The Job Demands‐Resources model: State of the art. Journal of Managerial Psychology, 22(3), 309–328. https://doi.org/10.1108/02683940710733115

Bakker, A. B., Demerouti, E., de Boer, E., & Schaufeli, W. B. (2003). Job demands and job resources as predictors of absence duration and frequency. Journal of Vocational Behavior, 62(2), 341–356. https://doi.org/10.1016/S0001-8791(02)00030-1

Bashir, S., & Hamid, I. (2021). Pharmacy students’ perception of learning and engagement in a flipped-classroom of a physiology course. Innovations in Education and Teaching International, 59(4), 453–461. https://doi.org/10.1080/14703297.2020.1871395

Bredow, C. A., Roehling, P. V., Knorp, A. J., & Sweet, A. M. (2021). To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher Education. Review of Educational Research, 91(6), 878–918. https://doi.org/10.3102/00346543211019122

Cevikbas, M., & Kaiser, G. (2020). Flipped classroom as a reform-oriented approach to teaching mathematics. ZDM, 52(7), 1291–1305. https://doi.org/10.1007/s11858-020-01191-5

Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/10.1037/0021-9010.86.3.499

ElGamal, H., & Zawacki-Richter, O. (2025). Insights from an Umbrella Review of Flipped Learning in Higher Education. The International Review of Research in Open and Distributed Learning, 26(4), 141–171. https://doi.org/10.19173/irrodl.v26i4.8301

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x

Englund, C., Olofsson, A. D., & Price, L. (2018). The influence of sociocultural and structural contexts in academic change and development in higher education. Higher Education, 76(6), 1051–1069. https://doi.org/10.1007/s10734-018-0254-1

FLN. (2014). The Four Pillars of F-L-I-PTM. www.flippedlearning.org/definition

Flores, Ò., del-Arco, I., & Silva, P. (2016). The flipped classroom model at the university: Analysis based on professors’ and students’ assessment in the educational field. International Journal of Educational Technology in Higher Education, 13(1), 21. https://doi.org/10.1186/s41239-016-0022-1

Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), 109–114. https://doi.org/10.1016/j.jneb.2014.08.008

González-Gómez, D., Jeong, J. S., Airado Rodríguez, D., & Cañada-Cañada, F. (2016). Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom. Journal of Science Education and Technology, 25(3), 450–459. https://doi.org/10.1007/s10956-016-9605-9

Hänninen, V. (2016). Kuinka paljon on tarpeeksi? Aineiston määrä laadullisessa tutkimuksessa [How much is enough? The data in qualitative research]. Aikuiskasvatus, 36(2), 109–113. https://doi.org/10.33336/aik.88484

Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92. https://doi.org/10.1016/j.chb.2016.01.032

Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., & Bond, M. A. (2020). The difference between emergency remote teaching and online learning. http://hdl.handle.net/10919/104648

Howitt, C., & Pegrum, M. (2015). Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign. Australasian Journal of Educational Technology, 31(4), Article 4. https://doi.org/10.14742/ajet.2439

Kankaanpää, J., Hirsto, L., Sointu, E., & Valtonen, T. (2025). Key elements in successful educational development projects – core processes and experienced support. Higher Education Research & Development. https://doi.org/10.1080/07294360.2024.2445562

Kantanen, H., Koponen, J., Sointu, E., & Valtonen, T. (2019). Including the Student Voice: Experiences and Learning Outcomes of a Flipped Communication Course. Business and Professional Communication Quarterly, 82(3), 337–356. https://doi.org/10.1177/2329490619833397

Khanova, J., Roth, M. T., Rodgers, J. E., & McLaughlin, J. E. (2015). Student experiences across multiple flipped courses in a single curriculum. Medical Education, 49(10), 1038–1048. https://doi.org/10.1111/medu.12807

Låg, T., & Sæle, R. G. (2019). Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis. AERA Open, 5(3), 2332858419870489. https://doi.org/10.1177/2332858419870489

Long, T., Cummins, J., & Waugh, M. (2017). Use of the flipped classroom instructional model in higher education: Instructors’ perspectives. Journal of Computing in Higher Education, 29(2), 179–200. https://doi.org/10.1007/s12528-016-9119-8

McLaughlin, J. E., White, P. J., Khanova, J., & Yuriev, E. (2016). Flipped Classroom Implementation: A Case Report of Two Higher Education Institutions in the United States and Australia. Computers in the Schools, 33(1), 24–37. https://doi.org/10.1080/07380569.2016.1137734

Mingorance Estrada, Á. C., Granda Vera, J., Rojas Ruiz, G., & Alemany Arrebola, I. (2019). Flipped Classroom to Improve University Student Centered Learning and Academic Performance. Social Sciences, 8(11), Article 11. https://doi.org/10.3390/socsci8110315

Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7–11. https://doi.org/https://jise.org/Volume25/n1/JISEv25n1p7.html

Murtonen, M., & Vilppu, H. (2020). Change in university pedagogical culture—The impact of increased pedagogical training on first teaching experiences. International Journal of Learning, Teaching and Educational Research, 19(3). http://ijlter.org/index.php/ijlter/article/view/1936

Myllykoski-Laine, S., Postareff, L., Murtonen, M., & Vilppu, H. (2023). Building a framework of a supportive pedagogical culture for teaching and pedagogical development in higher education. Higher Education, 85(4), 937–955. https://doi.org/10.1007/s10734-022-00873-1

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002

Park, S. E., & Howell, T. H. (2015). Implementation of a flipped classroom educational model in a predoctoral dental course. Journal of Dental Education, 79(5), 563–570. https://doi.org/10.1002/j.0022-0337.2015.79.5.tb05916.x

Schaufeli, W. B. (2017). Applying the Job Demands-Resources model: A ‘how to’ guide to measuring and tackling work engagement and burnout. Organizational Dynamics, 46(2), 120–132. https://doi.org/10.1016/j.orgdyn.2017.04.008

Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293–315. https://doi.org/10.1002/job.248

Schaufeli, W. B., & Taris, T. W. (2014). A Critical Review of the Job Demands-Resources Model: Implications for Improving Work and Health. In G. F. Bauer & O. Hämmig (Eds), Bridging Occupational, Organizational and Public Health: A Transdisciplinary Approach (pp. 43–68). Springer Netherlands. https://doi.org/10.1007/978-94-007-5640-3_4

Sointu, E., Hyypiä, M., Lambert, M. C., Hirsto, L., Saarelainen, M., & Valtonen, T. (2023). Preliminary evidence of key factors in successful flipping: Predicting positive student experiences in flipped classrooms. Higher Education, 85(3), 503–520. https://doi.org/10.1007/s10734-022-00848-2

Sointu, E., Kankaanpää, J., Saarelainen, M., Valtonen, T., Ronkainen, A., Heikkinen, L., Kaasinen, A. R., Pekkarinen, V., Atjonen, P., Manninen, J., Mäkitalo, K., & Hirsto, L. (2021). Flippausmanuaali, 2. Painos. [Flipped learning manual, 2nd edition.]. http://www.sites.uef.fi/flippaus/

Sointu, E., Valtonen, T., Hirsto, L., Kankaanpää, J., Saarelainen, M., Mäkitalo, K., Smits, A., & Manninen, J. (2019). Teachers as users of ICT from the student perspective in higher education flipped classroom classes. Seminar.Net, 15(1), 1–15. https://doi.org/10.7577/seminar.3402

TENK. (2019). The ethical principles of research with human participants and ethical review in the human sciences in Finland (Vol. 3). https://tenk.fi/sites/default/files/2021-01/Ethical_review_in_human_sciences_2020.pdf

Väisänen, S., & Hirsto, L. (2020). How can flipped classroom approach support the development of university students’ working life skills? —University teachers’ viewpoint. Education Sciences, 10(12), 366. https://doi.org/10.3390/educsci10120366

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321. https://doi.org/10.1080/00220272.2012.668938

Nedlastinger

Publisert

2026-11-11

Hvordan referere

Jere, 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

Utgave

Vol 22 Nr. 1 (2026): New Editors, Renewed Relevance for Media Education

Seksjon

Articles

Lisens

Opphavsrett 2026 Jere Riekkinen, Mari Murtonen, Heidi Salmento, Laura Hirsto, Sanna Väisänen, Markku Saarelainen, Petri Nokelainen

Creative Commons License

Dette verket er lisensiert under Creative Commons Attribution 4.0 International License.

Seminar.net is a fully open access journal, which means that all articles are available on the internet to all users immediately upon publication. Use and distribution in any medium is permitted, provided the author and the journal are properly credited. The journal allow reuse and remixing of content in accordance with a Creative Commons license CC-BY

  • The journal allows the author(s) to hold the copyright without restrictions.
  • The journal allows the author(s) to retain publishing rights without restrictions.
  • Seminar.net does not charge authors for publishing with us.