Lessons from a failed flipped classroom: The hacked computer science teacher

Teaching in higher education can be rewarding, but also stressful. Different teaching approaches and paradigms may mean that teachers are constantly trying to improve the learning experience for their students — a good thing; but perhaps are not succeeding — a bad thing. This paper is essentially a story centring around a teaching experience I had over the course of a single semester. Motivated by a desire to improve the interactivity in a computer science class, I designed and implemented an initiative to facilitate student interaction and teamwork: a flipped classroom. The initiative was not as successful as hoped for, and so I drew on reflexivity and autoethnography to help understand and learn from the experience.