Yıldız, EsmaDoğan, UğurÖzbay, ÖzkanSeferoğlu, Süleyman Sadi2022-06-142022-06-142022Yıldız, E., Doğan, U., Özbay, Ö., & Seferoğlu, S. S. (2022). Flipped classroom in higher education: An investigation of instructor perceptions through the lens of TPACK. Education and Information Technologies, 1-27.https://hdl.handle.net/11494/3833This study was carried out by using the nested single case study design, which is a qualitative case study method, in order to determine the experiences and thoughts of the instructors about the fipped classroom method. The experiences of the instructors related to the fipped classroom were examined within the framework of Technological Pedagogical and Content Knowledge (TPACK). The study group of the research consisted of instructors working at a state university in Turkey, and taking part in 4 diferent departments determined by purposive sampling. Five instructors were interviewed, and one instructor’s lesson was observed. The data were collected through a semi-structured interview form and observation form developed by the researchers. Content analysis method was used in the data analysis. The defnitions of the fipped classroom, the technologies used in the fipped classroom, the efects of the fipped classroom on students, the difculties encountered in the fipped classroom, and the themes and sub-themes for making the fipped classroom more efective were determined as a result of the interviews with the instructors. There were various positive and negative opinions of the participants under each topic. According to the results of the study, TPACK-related competencies of the instructors in integrating technology into learning environments also had an important place in the development or provision of course materials as well as the use of these materials in the fipped classroom.eninfo:eu-repo/semantics/closedAccessFlipped classroomFlipped learningTechnological pedagogical content knowledgeTPACKLearning environmentArticle10.1007/s10639-022-11059-8Q1Q1