Student-Centered Learning Opportunities For Adolescent English Learners In Flipped Classrooms

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students

The Instructor and Students’ Role in Micro-Flipped Classroom

Micro-Flipped (MF) model aims to effectively integrate technology in educational settings. This secondary research study explores MF model, roles of instructors and students in MF classroom. As a strategy to maximize the learning effect in a short time, micro-lectures are used in flipped classroom in this model. As autonomous learners, students should develop self-regulated learning skills such as planning, monitoring, and evaluating to successfully construct their knowledge. In addition, to facilitate cognitive engagement, collaboration, and meta-cognition, instructors have responsibilities to balance their pedagogical, professional, and evaluating roles properly adapting technology throughout courses

A Mixed Methods Comparison of the First Principles of Instruction in Flipped and Face-to-Face Technology Integration Courses

This dissertation examines the impact of the First Principles of Instruction (FPI) model when applied to face-to-face (F2F) and flipped technology integration courses. Through this investigation, I demonstrate how the FPI inform the design of problem-centered environments, their impact on participants’ technological, pedagogical, content knowledge (TPACK), and the essential aspects of experiencing these FPI-based courses. Using an embedded quasi-experimental mixed methods design, the quantitative analyses of pre- and post- TPACK outcomes were examined and related to the interventions’ mechanisms via the descriptive phenomenological analysis of participants’ course learning experiences. Participants were 32 preservice teachers enrolled in the second of three required technology integration courses during the 2017 spring and fall semesters. Data included surveys, technology-integrated lesson designs, prompted course reflections, and semi-structured interviews. In the flipped group, preservice teachers’ self-perceptions of TK, PK, TCK, TPK, and TPACK statistically significantly increased and had large effect sizes. Except for TK, the F2F group’s self-perceptions of all TPACK domains statistically significantly increased with medium to large effect sizes. The non-significant growth in the F2F group’s TK, an unexpected outcome of a technology integration course, was illuminated by the qualitative analysis. Participants’ experiences unique to the flipped section indicated that exposure to new technologies prior to the physical class contributed to their increased perception of TK. As for application of TPACK to technology-integrated lesson designs, both groups demonstrated statistically significant growth with large effect sizes (F2F p = .000, d = 1.17; Flippeda p = .000, d = 1.97). The magnitude of the results strongly demonstrates the FPI’s positive impact on TPACK-related learning outcomes in the F2F and flipped courses. Further analysis revealed no statistically significant differences between groups’ perceptions and application of TPACK. These non-significant differences suggest the FPI were equally effective when applied to designing flipped and F2F courses. The phenomenological analyses revealed that the participants experienced technology integration often in class and noted the importance of purposefully selecting and using technologies. Participants described learning new technologies in the course as proceeding from practicing technological skills to evaluating digital tools’ potential for future integration. While iterative component tasks were experienced by some as redundant, participants valued the problem progression corollary’s task variation and scaffolded nature for focusing their learning and keeping them confident when challenged. Experiencing incongruous moments between design and implementation prompted participants’ contemplations of persisting barriers to technology integration and appraisals of in-class experiences as designed for the ideal. The FPI-based elements experienced by participants, when viewed through the perspective of constructionism, facilitated preservice teachers’ TPACK construction as they designed and shared tangible artifacts with an authentic audience. The study’s implications endeavor to inform future approaches to technology integration preparation, directions for FPI-based research and design, and the development of TPACK measures

A Systematic Review of the Flipped Classroom Research in K-12: Implementation, Challenges and Effectiveness

This study presents a systematic review of flipped classroom literature in K–12 with a focus on investigating flipped classroom implementation strategies, challenges, and effectiveness. Three electronic databases were searched: a) Scopus, b) Web of Science, and c) Education Research Complete. In the end, thirty-four articles were included in the final set of studies reviewed. Findings from the review revealed that flipped classroom literature in K–12 was mostly undertaken in high school contexts. Huge variations on the design of pre-class, in-class, bridging activities and technologies utilized were found in the review where viewing of instructional videos, performance of individual and group activities, and conducting question and answer sessions were found to be the prevalent forms of pre-class, in-class and bridging activities, respectively. Videos were found to be the main technological tool used in all the studies. The challenges found with flipped classroom implementation revolved around the following: a) student’s motivation and accountability; b) increased teacher’s workload; c) resistance of students due to unfamiliarity to the approach; d) access to technology; and e) delivery. Lastly, although findings on the effectiveness revealed that most of the reviewed studies found flipped classrooms to be effective, there were also studies which reported producing mixed and contradicting results. Future efforts in flipped classroom research in schools must extend the idea found in this review on how to design and implement flipped classrooms to yield better student results

A systematic review on the flipped classroom model as a promoter of curriculum innovation

Assuming the evident relationship between innovation and technology, and the corresponding impact in the educational field, this article contemplates a systematic review on the resource on flipped classroom model in non-tertiary education. 181 studies were reviewed with the purpose of establishing and apprehending the connections between the flipped learning and its potential to promote curriculum innovation. Data analysis allowed the building of a three-level model in which the relations of the flipped classroom model and curriculum are organized in terms of (i) outcomes support, (ii) institutional change and (iii) classroom instruction modus operandi. Results suggest substantial potential of the flipped model to flip the curriculum and even the school culture. To meet such end, innovation must be perceived as an institutional strategy, making sure all stakeholders hold a part in the adaptative process of fostering change. Moreover, there is evidence that the model can ease the articulation and consolidation of constructivist approaches in schooling, a perspective that enhances the movement for student-centred logics in education. The review novelty lies on its building of a model that can work as a guide for reflecting on the approach and for underpinning future action.Fundação para a Ciência e Tecnologia (FCT) PTDC/CED-EDG/28017/201

The effects of flipped learning on students in secondary education

As schools incorporate flipped instruction into the classroom, it is important to understand the effectiveness of flipped learning and its pedagogical shift. This literature review analyzed 24 peer-reviewed empirical studies out of 30 articles that explore the effectiveness of flipped learning versus a traditional learning style on student achievement and student engagement in general and the promotion of student-centered learning activities when using a flipped learning environment in particularly. Studies selected for the review were conducted in secondary classrooms after the year 2000 with sound research methodology. The major findings reveal that flipped learning can lead to higher student achievement and student engagement as a result of implementing student-centered teaching approaches. Recommendations for implementation of flipped learning and future research are discussed

Understanding Technological, Pedagogical, and Content Knowledge in an Educational Technology Course: A Case Study of Social Studies Preservice Teacher\u27s Beliefs and Dispositions

As beliefs and dispositions form the foundation of practice, the situations in which teachers develop belief is an important factor in their development (Roth, 1999). One aspect shaping the beliefs of teacher candidates is their experience with education. Lortie (2002) refers to this as the problem of “apprenticeship of observation”, the learning that occurs from watching teachers in the 12 or more years spent in school as a student. School experiences greatly affect the preconceptions teacher candidates have about teaching and learning. Richardson and Placier (2001) state most preservice teacher beliefs consist of unexamined assumptions. These views tend to focus on the affective quality of teachers they experienced, favorite teaching styles, and what certain children do. Teacher candidates tend not to think about the social contexts, subject matter, or pedagogy involved. Thus, preconceptions left unexplored are difficult to change later. This qualitative case study investigates how a new iteration of an educational technology class influences the preconceptions, beliefs, and dispositions of five secondary social studies teacher candidates’ implementation of Technological, Pedagogical, and Content Knowledge framework (Mishra & Koehler, 2006). The suitability of this class as a space to challenge teacher candidate preconceptions is discussed. Through interview, survey data, class observations, and student produced artefacts, issues of teacher candidate preconceptions, belief, and disposition toward their future teaching are examined. How aspects of the class influenced participants’ developing understanding of TPACK as well as challenging their beliefs about teaching social studies are discussed. Implications for teacher educators regarding teacher candidate belief, the learning of meaningful educational technology integration, and programmatic issues concerning appropriate course placement also arise because of this study

A Phenomenological Exploration of Secondary Teachers\u27 Perceptions of the Flipped Classroom Model

The purpose of this qualitative transcendental phenomenological study was to describe secondary teachers’ experiences implementing a secondary flipped classroom model (FCM) in the United States. A FCM is a framework wherein students work at their own pace and use in-class time for active learning activities. The following questions were researched: (a) How do secondary FCM teachers describe their lived experiences from implementing the FCM? (b) What benefits, if any, do secondary teachers describe from implementing the FCM? (c) What challenges, if any, do secondary teachers describe from implementing the FCM? (d) What necessary resources do teachers perceive important for successful implementation of the FCM? The theory guiding this study was the diffusion of innovation (DOI) theory, which helps uncover the processes involved with the spread of an innovation or idea in a specific social system. DOI aids in the analysis of technology acceptance and adoption patterns of teachers. Data collection included questionnaires, interviews, and virtual focus groups from 12 participants, selected because they successfully used the FCM for at least one year and collaborate via social media regarding their experiences. Data were collected and analysis included organizing, synthesizing, reduction, and enumeration to develop themes. In-depth explorations of the participants’ perceptions of the FCM provided rich descriptions and to answer the four research questions, five themes were identified: changes to planning and preparation, best practices, resources and tools, benefits of implementation, and gaining buy-in. Overall, although participants stated they experienced challenging situations with implementing the FCM, the benefits outweighed the challenges

Horizon Report Europe - 2014 Schools Edition

The NMC Horizon Project from the New Media Consortium is a long-term investigation launched in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years in education around the globe. The NMC Horizon Report Europe: 2014 Schools Edition, the first of its kind for Europe, examines six key trends, six significant challenges and six important developments in educational technology that are very likely to impact educational change processes in European schools over the next five years (2014-2018). The topics within each section were carefully selected by the Horizon Project Europe Expert Panel, a body of 53 experts in European education, technology, and other fields. They come from 22 European countries, as well as international organisations and European networks. Throughout the report, references and links are made to more than 150 European publications (reports, articles, policy documents, blog posts etc.), projects (both EU-funded and national initiatives) and various policy initiatives from all over Europe. The Creative Classrooms multidimensional framework, developed by European Commission’s JRC-IPTS on behalf of DG EAC, was used for analysing the trends, challenges and technologies impacting European schools over the next five years. The analysis reveals that a systemic approach is needed for integrating new technologies in European schools and impacting educational change over the next five years.JRC.J.3-Information Societ

Development and Initial Validation of a Flipped Classroom Adoption Inventory in Higher Education

The purpose of this study is to develop and initially validate an inventory to learn about the critical variables involved in a higher education instructor’s decision to adopt a flipped classroom instructional model. A flipped classroom is an instructional model in which students’ learning is divided into two phases, the self-directed pre-class learning phase and the in-class student-centered active learning phase. Both phases are typically technology-enhanced. This study addresses a gap in the recent research regarding the identification and assessment of the critical variables that are related to a higher education instructor’s decision to adopt a flipped classroom instructional model. This study proposed a six-scale, 43-item inventory on higher education instructors’ adoption decision of a flipped classroom instructional model. After pilot study, this inventory was released to instructors at UTK through a web-based survey software tool and received more than 200 valid responses. A validated and refined inventory was generated after an Exploratory Factor Analysis (EFA), which was used to identify the factor structure and the relationship between items and the factors. This validated inventory includes 24 items in three subscales, which represent three factors that might influence a higher education instructor’s adoption decision of a flipped classroom instructional model. Then, the three factors were used as independent variables in a multiple regression to examine their ability to predict a higher education instructor’s adoption decision. The results revealed that performance expectancy and technology self- efficacy are strong predictors of a higher education instructor’s decision to adopt a flipped classroom instructional model