https://padlet.com/ncmullins1/flilpzal14mz Research abstracts from Popular, Practitioner, and Peer-reviewed Sources en-us 2016-11-14 16:12:43 UTC 2016-11-21 05:26:00 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png ncmullins1 https://padlet.com/ncmullins1/flilpzal14mz/wish/137427782 Source: Popular
Abstract: Matt Burns, a primary teacher and flipped classroom coordinator, emphasizes the importance of teachers accepting that normal ways of instruction have to change to keep up with the changes in education. He calls for teachers to be open to videoing instruction to mold their lessons to fit the "digital revolution". He stresses that teachers cannot be replaced, but if their instruction can be replaced with a video in order to influence student learning and accommodate students's convenience, then it should be replaced.
APA Citation:
Burns, M. (2016). Flipping my primary classroom: The flipped classroom a paradigm shift. Education Technology Solutions.
Retrieved November 16, 2016, from http://www.educationtechnologysolutions.com.au/2016/04/the-flipped-classroom-a-paradigm-shift 

]]> 2016-11-14 16:17:52 UTC https://padlet.com/ncmullins1/flilpzal14mz/wish/137427782 ncmullins1 https://padlet.com/ncmullins1/flilpzal14mz/wish/137553132 Source: Peer-Reviewed
Methods: Quantitative teacher surveys. Fifty-eight teachers were surveyed regarding flipped classrooms.  Only 3 of the surveyed teachers practiced the flipped model, a high school math and science teacher and an elementary teacher. The high school math teacher's classroom was solely online. The high school social studies teacher used both online and offline resources. The elementary teacher practiced an offline method in which students studied concepts at home in order to participate in activities about the topics the next day in class.
Findings: The 3 teachers utilizing flipped instruction used different strategies, but all reported improved student engagement and test scores, along with less incomplete assignments.
APA Citation:
Schmidt, S.M.P & Ralph, D.L. (2016). The flipped classroom: A twist on teaching. Contemporary Issues in Education Research, 9(1), 1-6.]]> 2016-11-14 20:56:34 UTC https://padlet.com/ncmullins1/flilpzal14mz/wish/137553132 ncmullins1 https://padlet.com/ncmullins1/flilpzal14mz/wish/137553372 Source: Practitioner
Abstract: John Gunyou decided to take drastic measures to regain the interest of his students by flipping his classroom after observing that he was only reaching a small percentage of students during his daily lectures. One student's disinterested rebellion caught his attention because she insisted on completing crossword puzzles each day since his lectures were a "waste of her time". I began to push pride aside and realize that she was right. After much research, he decided to allow students to view lecture videos and take online quizzes at their convenience. Class time is spent in "active learning sessions" for direct interactions with  students; tutoring; and "student mastery", which is individual and group work related to the concepts in the lectures.
Findings: Students engagement, student mastery, and scores on graded assignments and exams all significantly improved in Mr. Gunyou's classroom.
APA Citation:
Gunyou, J. (2015). I flipped my classroom: One teacher's quest to remain relevant. Journal of Public Affairs Education, 21(1), 13-24. ]]> 2016-11-14 20:57:32 UTC https://padlet.com/ncmullins1/flilpzal14mz/wish/137553372 ncmullins1 https://padlet.com/ncmullins1/flilpzal14mz/wish/138247072 Source: Peer-Reviewed
Methods: Student teachers in an elementary education methods course participated in flipped instruction.  In each class, instruction was presented in various digital forms, and the students worked collaboratively with one another and with the teacher to complete assignments in class.  They completed mid-term and end-of-term survey evaluations of their experiences with the flipped model.
Findings: The students reported that the flipped model was beneficial to their understanding of content, and it helped them to be better prepared to participate in class discussions and activities.
APA Citation:
Marks, D.B. (2015). Flipping the classroom: Turning an instructional methods course upside down. Journal of College Teaching & Learning, 12(4), 241-248.]]> 2016-11-16 20:24:32 UTC https://padlet.com/ncmullins1/flilpzal14mz/wish/138247072 ncmullins1 https://padlet.com/ncmullins1/flilpzal14mz/wish/138248999 Source: Peer-Reviewed
Methods: Quantitative surveys. A study of 387 7th grade middle school students from Taiwan in an English-as-a-foreign language (EFL) class was conducted to determine the effects of personal characteristics on their ability to learn through flipped instruction. The areas studied to examine the students’ “flipped learning readiness” included the following: earner control and self-directed learning, technology self-efficacy, motivation for learning, in-class communication self-efficacy, and reading or watching previews of lesson content online before class.  Two separate surveys were administered to students after they had received methods of flipped instruction. In general, the students' flipped learning readiness ranged from a level slightly above neutral to below-neutral. Each category of focus varied in levels of neutrality.
Findings: The study showed that personal characteristics and individual circumstances, including language beliefs, student perceptions of teacher characteristics, the availability of support and resources outside of school, learning performance, study time and time spent online can make a difference to the levels of the readiness to learn through flipped instruction.
APA Citation:
Yungwei, H. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Science Direct, 59, 295-303. Retrieved November 20, 2016, from http://www.sciencedirect.com.ezproxy.una.edu/science/article/pii/S0747563216300395 ]]> 2016-11-16 20:30:51 UTC https://padlet.com/ncmullins1/flilpzal14mz/wish/138248999 ncmullins1 https://padlet.com/ncmullins1/flilpzal14mz/wish/138254736 Source: Popular
Abstract: The author of this article observed a math class of 12-year-old students and conducted interviews with multiple teachers who use the digital learning tool known as KhanAcademy.  The teacher in the math class was viewed receiving real-time data on student performance as the students practiced math problems on the website after having viewed lecture videos at home.  The teacher could see which students had viewed which videos and could receive notifications of struggling students on her tablet so she could give them immediate one-on-one instruction.
Findings: The teacher in the math class, as well as other teachers that were interviewed, reported that students were exhibiting staggering improvement, but that flipped instruction is only for the creative teacher who wants to use it as only one mode of learning in the classroom.
APA Citation:
The Economist (n.d.). Flipping the Classroom. Retrieved November 16, 2016, from http://www.economist.com/node/21529062 ]]> 2016-11-16 20:54:09 UTC https://padlet.com/ncmullins1/flilpzal14mz/wish/138254736 ncmullins1 https://padlet.com/ncmullins1/flilpzal14mz/wish/138256471 Source: Popular
Abstract: Mike Fritz discusses the method of recording lectures and sharing instructional videos from online resources utilized by Clintondale High School in Michigan.  The school is the first in the U.S. to be completely flipped.  The school consisted of a largely failing student population years ago and searched for a better way to educate their students.  Teachers at the school sought funding for the technology, but understood that it was not going to be a fix-all solution.  The teachers committed to videoing quality instruction, understanding that the content of the lessons were the most important aspect of flipping the instruction, not the use of the technology.
Findings:  The school has seen great results from the flipped instruction, so much so that they believe they have discovered the way that schools should be set up for the future.
APA Citation:
Fritz, M. (2013). How one school turned homework on its head with ‘flipped’ instruction. PBS NewsHour. Retrieved November 16, 2016, from http://www.pbs.org/newshour/rundown/what-does-a-flipped-classroom-look-like-2/ ]]> 2016-11-16 21:02:41 UTC https://padlet.com/ncmullins1/flilpzal14mz/wish/138256471 ncmullins1 https://padlet.com/ncmullins1/flilpzal14mz/wish/138593316 Source: Practitioner
Abstract: During her years as a ninth grade English teacher, Beth Holland struggled to teach students the vocabulary, meaning, and mechanics of literary work while still fostering enjoyment of reading the materials. She decided to flip her classroom in a way that allowed students to create a mini-project each day using the video tool Animoto to present what they read the previous day. In this way, students actively manipulated concepts from the literature during collaborative meetings in class and used their time at home to read and re-read the literature to deepen understanding.
Findings: The students began taking ownership of their learning and working with the literature with active expertise instead of passively learning what they needed to know to get by. The short videos also provided the teacher with a platform for assessment of comprehension of the previous day's topic before moving on to the new topic they would discuss during the rest of the class.
APA Citation:
Holland, B. (2013). The flipped mobile classroom: Learning "upside down". Retrieved November 18, 2016, from https://www.edutopia.org/blog/flipped-classroom-learning-upside-down-beth-holland]]> 2016-11-18 00:46:13 UTC https://padlet.com/ncmullins1/flilpzal14mz/wish/138593316 ncmullins1 https://padlet.com/ncmullins1/flilpzal14mz/wish/138594355 Source: Practitioner
Abstract: Susan Murphy of Algonquin College decided to flip her classroom after watching videos of the founder of Khan Academy discuss the concept. She taught a video production class with students who had little to no experience with computers and video editing.  She realized students were bored during her lectures and did not understand what she was trying to teach them.  She began to use video lectures to allow students to learn at their own pace with the ability to watch the videos as many times as necessary to reach the appropriate levels of comprehension required to master the material.
Findings: Students in her class reported that the flipped model was beneficial for the because when they came to class, they were prepared to work on their projects.  The instructor also relayed the benefits of having time in class to work with individual students who needed extra help instead of spending that time lecturing.
APA Citation:
Dunn, J. (2011). How a flipped classroom actually works [interview]. Retrieved November 18, 2016, from http://www.edudemic.com/real-flipped-classroom/


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