1.A lecturers perceptionof the adoptionof the invertedor flipped methodof curriculumdeliveryin a Hydrologycourse,in a resourcepoor Universityof Technology Ivala,E,Thiart,A,Gachago,D.

2. HEIs Traditional classroom? - Qualityteachingandlearning? - Deeplearning? 3. TWOPHASESOF LEARNING AND THE TRADITIONALCLASSROOM 4. Humanlearning takes placein two phases: TRANSMISSION/ ACQUISITION ASSIMILATION Acquiring information, understanding through Lectures, reading & listening Making meaning, connections, integrating through Homework, lab work, cooperative learning, projects, discussions, 5. Bloom (1956) Assimilation>> Transmission from a cognitive standpoint 6. Potentiallyserious issue withtraditionalmodel! COGNITIVE LOAD ACCESSIBILITY OF HELP 7. Students have the GREATEST accessibility to expert learner/content domain during the tasks of LOWEST cognitive complexity. Students work on tasks of GREATEST cognitive complexity and DEEPEST learning when the instructor is LEAST accessible. False sense of mastery Disengagement Academic dishonesty Shallow learning 8. Howdo we respond? COGNITIVE LOAD ACCESSIBILITY OF HELP ACCESSIBILITY OF HELP 9. THEINVERTEDCLASSROOMMETHOD (ICM) 10. TRANSMISSION By invertingthe classroomwe mean: ASSIMILATION In class Outside class ASSIMILATION TRANSMISSION 11. Shift in what happens during class time! 12. TRANSMISSION Mainly Outside CLASS 13. The basicinvertedclassroomworkflow Front-loading 14. Sometips on out-of class work e.g basic exercises such as crosswords 15. Inclass on mobile devices 16. Theoretical Framework 17. External variables Technology Acceptance model (Davis1989) Perceived Ease of use Perceived usefulness Actual system use Behavioural intention of use Technology self efficacy 18. Adapted Framework (Chigona) Technological Self-efficacy Teacher Self- efficacy External Variables Perceived ease of use of ICM Perceived usefulness of ICM Behavioural intention to use ICM 19. Data analysis and results 20. Technological self-efficacy Perception of the individuals ability to use technology in accomplishment of a sophisticated task. ICM relies heavily on Technology other faculty lacks knowledge and experience in Technology reluctant to implement ICM However, lecturer implemented ICM partly because of technological self-efficiency 21. Teacher self-efficacy belief in the individuals capabilities to bring about desired outcomes of student engagement and learning, even with unmotivated students Lecturer had very high levels of SE reflect on own teaching methods context of teaching Impact on learning Adopt alternative methods e.g. ICM Increased levels of work enjoyment 22. Perceived usefulness of ICM degree to which an individual believes a particular system would enhance the job of teaching The lecturer believed in ICM as an effective means of curriculum delivery to facilitate deep learning Enhance job satisfaction 23. Perceived ease of use of ICM the degree to which the individual believes that using a particular system would be free of effort Labour intensive and time consuming to develop learning material Co-teachers using different methods of teaching Poor classroom conditions Lack of technology and support in poor universities 24. Conclusions The lecturer perceived ICM as Significant for promoting deep learning Enhance job satisfaction Adoption of ICM by other teachers affected by teachers Technological self efficacy coupled by teacher self- efficacy Negative impacts such as labour intensive production of learning materials and contextual and social issues at the particular university