Sharing Research

My innovation plan involves implementing blending learning, in particular the flipped classroom model. As I was researching, I looked for resources that gave me more insight into what exactly the flipped learning model entails and common attitudes towards it. I also looked for resources that gave me ideas for how to create effective activities for both the in class and home components so that students are actively engaged in both settings. Through reading the various case studies and articles from flipped implementation around the world, I was able to find what worked and what didn't work in different academic settings. As an elementary teacher, however, I do feel that there needs to be more research on using the flipped classroom model at the elementary level or with younger students. Very few of the articles I found addressed this particular demographic. I also would like to see more research done on the effect flipped learning has on standardized testing performance since that is a prioritized area in the educational field.

Gariou-Papalexiou, A., Papadakis, S., Manousou, E., & Georgiadu, I. (1970, January 1). [PDF] Implementing A Flipped Classroom: A Case Study of Biology Teaching in A Greek High School - Semantic Scholar. Retrieved from https://www.semanticscholar.org/paper/Implementing-A-Flipped-Classroom:-A-ase-Study-of-A-Gariou-Papalexiou-Papadakis/0b441691ce5bdafd7a995ffe45a04e63dbc78fac.

This case study investigated the application of the model of the “flipped classroom” as a complementary method to school distance education. The participants in this study were 17 first year junior high school students taking a biology class in Greece. They were from various ability levels and native countries. During the study, students took an introductory course in the school’s computer lab as a way to familiarize students with how to use the LAMS learning platform. Students were then required to complete a distance learning lesson on photosynthesis at home in preparation for activities in class the next day. The following day, teachers used the online pretest students took during their online lessons to group them for group collaborative activities. After the in-class period, students then took an online self-evaluation and survey of methodology at home. The self-evaluation and survey of methodology revealed that the students benefited from the flipped classroom model and enjoyed being taught using this method. This case study is useful because it gives ideas for how to set up an online learning platform as well as in-class collaboration environment that aids in supporting effective learning.

Gomez-Lanier, L. (2017, November 30). Building Collaboration in the Flipped Classroom: A Case Study. Retrieved from https://eric.ed.gov/?id=EJ1186067.

This case study examines the effects of flipped classroom collaboration on the development of skills such as communication, critical thinking, time management, content comprehension, teamwork, and productivity. Participants in this study were two university-level interior design and food nutrition courses composed mostly of female students. During the study, professors conducted their respective courses in a traditional lecture format for the first half of the semester and then in a flipped format for the second half of the semester. A survey taken by students at the end of the semester showed that most students gained a preference for the flipped classroom over the traditional lecture because the collaborative nature of the flipped classroom helped them to develop many 21st century skills. I found this case study useful because it provides proof of how a flipped classroom promotes the development of the 21st century skills most administrators today prioritize.

Schmidt, S. M. P., & Ralph, D. L. (2016). The Flipped Classroom: A Twist On Teaching. Contemporary Issues in Education Research (CIER), 9(1), 1-6. https://doi.org/10.19030/cier.v9i1.9544.

This article reviews and provides case studies on the implementation of the flipped classrooms as well as suggests various methods and tools to use as part of the flipped classroom model. Participants in this study were elementary and high school classroom teachers with teaching experience ranging from 0 to over 5 years as well varying levels of familiarity with flipped learning. During the study, teachers selected whether they wanted to use exclusively online tasks at home or incorporate a mix of both online and offline home tasks. Teachers also required students to do a tangible activity while participating in the home task as proof of their engagement and bring it to school the next day. Results of the study showed that the interactive nature of both the home tasks and classroom tasks during flipped instruction was effective in helping to drive focused, engaging lessons that helped students gain clarity on concepts. I found this study useful because it gives ideas on how to successfully plan for at home activities as well as classroom instruction so that students are able to gain the best possible experience with flipped classroom learning. This information can then be shared with teachers, administrators, and parents when presenting my innovation plan.

Wang, T. (2017, January 25). Overcoming barriers to 'flip': building teacher's capacity for the adoption of flipped classroom in Hong Kong secondary schools. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6302856/

This research study was conducted to discover why certain teachers choose not to incorporate the flipped classroom model so that a solution can be found to this issue. Participants in this study were 210 Hong Kong secondary public school teachers. During the study, teachers were first given a questionnaire so that researchers could understand their primary areas of concern in regards to incorporating the flipped classroom model. With information gathered in the questionnaire, researchers developed an interactive, relatable capacity-building intervention plan to address the teachers’ main areas of concern. Post intervention surveys revealed that teachers’ resistance towards flipped classroom was fading, and their willingness of adopting the model into their own teaching was growing. I found this study useful because it provides insight into common concerns teachers have towards flipped classroom innovation and provides a possible solution to alleviate them that I could try using in my own flipped innovation plan.

Zainuddin, Zamzami & Halili, Siti Hajar. (2015). Flipping the Classroom: What We Know and What We Don't. The