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The purpose of this study was to investigate instructor perspectives on the implementation of flipped classrooms in large enrolment classrooms. Five instructors teaching in different disciplines – ranging from mechanical engineering to sociology – were purposefully selected to provide in-depth analysis of the process of converting a traditional course to a flipped format. The findings indicated that flipped approach broke the social code of large enrolment courses by shrinking the instructors and empowering the students. Benefits and challenges the format brings are discussed and recommendations for implementation are provided.
Karabulut‐Ilgu et al. (Thu,) studied this question.