Title: Flipped Learning in a K-12 Environment
Author Name: Brittney Watts
Selected Case (Published Article): Investigating the Potential of the Flipped Classroom Model in K-12 ICT Teaching and Learning: An Action Research Study
Author(s): Christoforos Kostaris1,2, Stylianos Sergis2,4, Demetrios G. Sampson3,4*, Michail Ν. Giannakos5 and Lina Pelliccione
- Introduction
Flipped learning has started to change the way in which learning takes place. It is different from that of the traditional classroom. Learners are taught and expected to learn in a different manner. According to Mok (2014), flipped learning the flipped version of the traditional classroom. Learners are taught in a manner in which the instructor provides learning through the use of videos and for the remainder of the lesson, instructors engage students in learning activities through collaboration and engagement. A flipped classroom is seen as the opposite of a traditional classroom in the sense that learners are put first and interaction, engagement, and collaboration are at the forefront. While flipped classrooms do use technology to enhance the learning environment, flipped classrooms are not meant to be seen as just using a computer to show videos to the learner. This is not solely an e-learning environment. “Flipped classroom approach is not synonym with online videos, the important point is the interactive activities done during time when teacher and students are face to face” ( Ozdamli & Asiksoy, 2016, p.100)The purpose of the Flipped Classroom approach is to be student centered. Students are to be taught in an engaging manner through the use of collaboration, interactions, and students are in charge of their learning. The goal of this method of teaching is to make students more interested and aware of their learning. The classroom should transform from the traditional method of instructors figuratively, having the floor for 75-90% of the lesson and transforming it to being student led where students are the ones that are doing the exploring, the discussions, the collaborations and more. Through the exploration of this case study, we will closely review how the flipped classroom method made an impact on the k-12 learning environment.
- Overview of the Case
The study of the Flipped Classroom Methodology took place in an 8th grade ICT course over a full semester. Research was conducted using two classes with one serving as the experimental group and the other as the traditional group. The experimental class was the class that would be using the Flipped Classroom Method using the ICT course and the control classroom was using the traditional method for the ICT course. Through the duration of this case study the authors are searching to understand the impact that the Flipped Classroom Methodology has on a k-12 course. They are researching the following research questions:
The goal of this research is to understand the differences between a classroom with the Flipped Classroom Method and the traditional classroom. Does the Flipped Classroom Method benefit student learning, confidence, and engagement in any way? The research provided by our researchers will help to shed some light on the differences and changes in these types of instructional methods.
- Solutions Implemented
Through the use of Flipped Classrooms, researchers want for students to be more engaged and take more control of their learning. Flipped Learning is a different teaching model compared to that of a traditional classroom and it has to be prepared to be implemented. Before the research was implemented, there was a plan phase to ensure that everything was prepped and prepared for the experimental group. They researched the information that would be taught to that of the students and prepared resources in the form of videos to provide to the instructor and students. Students were given this material to implement at home prior to the face-to-face lessons with their instructors.
- Outcomes
There were four areas that the research team was looking to better understand: “(a) improving students’ cognitive learning outcomes, (b) re-distributing the types of learning activities held during the face-to-face sessions towards including more student-centered activities, (c) enhancing students’ motivation, and (d) enhancing students’ engagement” (Kostaris et al., 2017, p.263). Each of these research focused areas had a particular research question and starting measurement point associated with it. The first outcome is regarding the students’ cognitive learning outcomes. There was a diagnostic test and three assessments that were used during the duration of this semester-long research. The research collected in blue is that of the experimental group with the Flipped Classroom design and the research that is collected in red is that of the control group with the traditional classroom approach.
As shown in Figure 1 the experimental group showed an increase in assessment scores by at least .3. Students that were in the experimental group were observed to have greater scores on these standardized tests than that of the control group. While the difference in result outcomes are a small percentage on the diagnostic test, it can be shown that there is a significant difference on the other assessments. The scores being similar for the diagnostic test also shows that the groups were similar in understanding the content. The differences of assessments are a result of the teaching methods presented with each group. The next area of focus is changing the type of instruction given to students to more student-centered activities.
This chart shows the change in teaching method as presented by both the experimental group and the control group. The goal is to re-distribute the manner in which educational materials were given to students. Reviewing the information presented, there is a huge difference between the experimental and control groups when it comes to student-teacher interactions, student-student collaborations, and teacher lecture. This allows us to see that the classroom that is part of the Flipped Learning Methodology is vastly student based. Instructors are not spending their time on lectures and offering plenty of time for students to collaborate with one another and interact with the instructor. There was also a difference in the confidence that these two groups of students experienced.
Based on the information gathered, it was noticed that the experimental group scores were greater in attention, relevance, confidence, and satisfaction. This information is based on how the students felt about their learning environment. The students in the experimental group felt that the information taught showed relevance, they were interested in the way in which the information was taught, they were confident in their knowledge of the information and was also satisfied with the lessons that were taught. Student engagement is the final aspect that these researchers wanted to understand with both the experimental and control groups of the ICT 8th grade course.
The information presented shows that there is greater value with each performer in the experimental group when compared to the control group. This shows that each level of performer is showing benefits when using the Flipped Classroom Method. The engagement level of both groups do increase but it is noticed that within the experimental group, students are consistently increasing with a significant increase with the low performance by more than 1 point. There are some areas in which the students decrease but according to the researchers, that is based on the placements of the standardized assessments.
- Implications
During the conduction of this research, it has been widely understood that the experimental group showed an advantage when compared to the control group. Those students were more confident, had an increase in their learning, more engaged, and was more student centered when compared to the traditional classroom. Based on the information in the figures and graphs, it can be assumed that the learners in the classroom using the Flipped Classroom Methodology, was benefiting from the method. Those students were able to engage with one another more frequently, the learning was centered around them and they were able to share that they are more confident in the information that was being taught. This research showed how the experimental classroom benefited from the method of instruction while simultaneously showing that there weren’t any complications based on the research that was observed. While this method is great for providing a student centered learning atmosphere, it is also noticed that low performance students made gains through the use of the Flipped Classroom Method. Based on the information presented with this research, it shows that the Flipped Classroom Method is one that improves the learning of students. Not only from the perspective of the instructor but from the perspective of the students as well. They believe that they are more knowledgeable and confident in the content because of this method of teaching. This case study did not show any failed outcomes of the Flipped Learning Classroom, it showed that all types of learners benefited from this method of teaching.
References
Kostaris, C., Stylianos, S., Sampson, D. G., Giannakos, M., & Pelliccione, L. (2017). Investigating the potential of the flipped classroom model in K-12 ICT teaching and learning: An action research study. International Forum of Educational Technology and Society-.
Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of information systems education, 25(1), 7.
Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105.