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Middle School Students' Flipped Language Classrooms: Exploring its Relationship with Personal Characteristics and Individual Circumstances

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Middle School Students' Flipped Language Classrooms: Exploring its Relationship with Personal Characteristics and Individual Circumstances

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Source: Peer-Reviewed
Methods: Qualitative- this study surveyed 387 middle school 7th graders' flipped learning readiness in their English-as-a-foreign-language (EFL) classrooms and explored the effects of personal characteristics on their readiness levels. These personal characteristics included gender, the availability of outside-school support and resources, foreign language beliefs, perceptions of their English teachers, and how they use the internet. THrough factor analysis, flipped learning readiness consists of five dimensions: learner control and self-circumstances, including language beliefs, students perceptions of teacher characteristics, the availability of outside-school support and resources, learning performance, study time and net-surfing time, can make a difference to the levels of readiness dimensions.
Findings: It was found that personal characteristics and individual circumstances can make a differnce to the levels of the readiness dimensions. These findings may shed light on the middle schoolers' flipped learning readiness in EFL classrooms and provide insights for teachers wanting to incorporate individualized instruction in the flipped classroom.
Citation:
Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295-303. doi:10.1016/j.chb.2016.01.031

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Enhancing Student Engagement Using the Flipped Classroom

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Enhancing Student Engagement Using the Flipped Classroom

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Source: Peer-Reviewed
Methods: Qualitative- 142 students completed a survey that included 2 open-ended questions on students' opinions of the work before and during the flipped class. A total of 142 of 196 students (72%) voluntarily completed the surveys. This purpose of this report was to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses. The template provided enabled faculty to design before, during, and after class activities and assessments based on objectives using all levels of Bloom's taxonomy.
Findings: The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students.
Citation:
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114. doi:10.1016/j.jneb.2014.08.008

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Student Perceptions of the Flipped Classroom in College Algebra

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Student Perceptions of the Flipped Classroom in College Algebra

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Source: Peer- Reviewed
Methods: Qualitative- participants included 117 undergraduate students, data was gathered using student interviews, student self-evaluation surveys, and university course evaluations. This study was drive by the high failure rates in entry-level mathematics courses across college campuses in the United States. This flipped classroom teaching strategy is one way to redesign college algebra courses to address low self-efficacy in students. In a flipped classroom, the roles of homework and class are flipped. Therefore, students have time in class to ask questions and the instructor is available to provide guidance and support.
Findings: Findings indicated that students felt that the teaching approach enabled them to ask questions in class, the course components worked together to foster increased student learning, and the course design facilitated self-paced instruction.
Citation:
Ogden, L. (2015). Student Perceptions of the Flipped Classroom in College Algebra. Primus, 25(9-10), 782-791. doi:10.1080/10511970.2015.1054011

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Classroom Management and the Flipped Classroom

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Classroom Management and the Flipped Classroom

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Source: Popular
Abstract: Is there a better way to think about classroom management? What if the goal of class was for the students to actively engage in the content and participate in tangible ways in the learning process? In a traditional classroom setting, the majority of class time is spent with a teacher teaching at the front of the room. When changing to the flipped classroom setting, the dynamic of the classroom dramatically changed. Instead of having to keep students quiet, teachers were spending time interacting with students individually and in small groups. They were given the opportunity to work among students, helping them, and guiding them to deeper learning.
Findings: Students were more engaged in the flipped classroom than in the traditional classroom. They are not sitting and listening to their teacher, and their teacher isn't trying to keep them quiet. Instead, the classroom is filled with activity, engagement, inquiry, and learning.
Citation:
Bergmann, J. (2014). Classroom Management and the Flipped Class. Retrieved November 19, 2016, from https://www.edutopia.org/blog/classroom-management-and-flipped-class-jon-bergmann

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Source: Popular
Abstract: Flipped classrooms- where direct instruction happens via video at home, and "homework" takes place in class- are all the rage right now, and for good reason. Early research on flipped learning looks promising. In its 2013 Executive Summary, the Flipped Learning Network reported that teachers who practice flipping have seen "higher student achievement, increased student engagement, and better attitudes toward learning at school." The biggest catch to flipping is the at-home learning absolutely must happen. And teachers have zero control over what happens at home.
Findings: Some ways teachers have made access easier is by: arranging access before and after school, lending out devices, and sending recorded lectures home on flash drives or DVDs. Another way to modify flipping is by doing an in-class flip. Instead of having students view the content at home, the video becomes a station in class that small groups rotate through. The rest of their time is spent on other activities: independent work and group work, with some activities related to the lesson and others focusing on different course content.
Citation:
Gonzalez, J. (2014). Modifying the Flipped Classroom: The "In-Class" Version. Retrieved November 17, 2016, from https://www.edutopia.org/blog/flipped-classroom-in-class-version-jennifer-gonzalez

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The Flipped Classroom: Turning Traditional Education on its Head

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The Flipped Classroom: Turning Traditional Education on its Head

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Source: Popular
Abstract: The flipped classroom inverts traditional teaching methods, delivering instruction online outside of class and moving "homework" into the classroom. Educational technology and activity learning are two key components of the flipped classroom model. They both influence students learning environments in fundamental ways. Classroom flip uses educational technology that provides opportunity for learning through activity, which influences the learning environment. Influencing the learning environment is the goal of Flipped Instruction.
Findings: Poor learning outcomes are driving Flipped Instruction. In this study before the flip, +50% of freshmen failed English and 44% of freshmen failed math. After the flip, only 19% of freshmen failed English and 13% of freshmen failed math.
Citation:
Strayer, J. F. (2011). Flipped Classroom Infographic | Knewton. Retrieved November 17, 2016, from https://www.knewton.com/infographics/flipped-classroom/

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Flipped Learning Network Shifts to Community-Driven Hub

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Flipped Learning Network Shifts to Community-Driven Hub

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Source: Practitioner
Abstract: The Flipped Learning Network (FLN) announced an organizational shift to a community-driven hub dedicated to sharing best practices for flipped learning classroom environments. Accompanying the transition, FLN announced its upcoming annual conference, Flipped Learning Conference (FlipCon), will be the last of its kind. As part of the shift to a community-driven hub, FLN launched an updated version of its website to promote professional development and facilitate collaboration within the community.
Findings: According to the revamped website, the goals of FLN are to: Serve as a hub connecting educators; Facilitate and collaborate on research relevant to flipped learning; and provide access to professional learning opportunities.
Citation:
Ravipati07/12/16, B. S. (n.d.). Flipped Learning Network Shifts to Community-Driven Hub -- THE Journal. Retrieved November 17, 2016, from https://thejournal.com/articles/2016/07/12/flipped-learning-network-shifts-to-communitydriven-hub.aspx

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Source: Practitioner
Abstract: Michael. F Ruffini, a professor of educational technology at Bloomsburg University of Pennsylvania, provides an explanation of the flipped classroom. He also provides its alternative, which offers the best of the flipped class and traditional face-to-face instruction, the face/flip. This blended approach gives teachers more flexibility in using screencasts as a supplemental resource in their face-to-face classroom. This article gives an overview of screencasting and explores some advantages and drawbacks of both the flipped and face/flip approaches.
Findings:
Screencasting has become one of the most popular online technology tools used by teachers because they can be motivational, multimodal, engaging, and accommodating of any learning style. Flipped teaching enables instructors to become facilitators of learning and minimize the general lecture teaching approach, and it can be integrated across almost any curriculum. THe face/flip model is an alternative to the flipped model, it retains real-time lectures, uses screencasts as a supplemental resource, and incorporates class activities by flipping the classroom when needed.
Citation:
Ruffini09/03/14, B. M. (n.d.). Blending Face-to-Face and Flipping -- THE Journal. Retrieved November 15, 2016, from https://thejournal.com/articles/2014/09/03/blending-face-to-face-and-flipping.aspx

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Source: Practitioner
Abstract: "Try it! You might like it!" is not a sufficient reason for initiating flipped instruction. Flipping has become a hot topic among both educators and school leaders. But there are some legitimate concerns. A major one is the rationale for selecting the flipped method in the first place, which might displace other valuable, technology-based instructional strategies. Some initial questions educators have are: How does flipping work? Would it be appropriate for all to use instructional video as homework?
Findings: Only time will tell if it is "really hip to flip." For the moment, the bottom line is: Each educator must decide when and where best to include instructional video. It all depends on your learners, their needs, and the desired results of instruction. Ask the right question.
Citation:
Deubel01/16/13, B. P. (n.d.). Is It Really Hip to Flip? -- THE Journal. Retrieved November 15, 2016, from https://thejournal.com/articles/2013/01/16/is-it-really-hip-to-flip.aspx