Title: An Action Research Study from Implementing the Flipped Classroom Model in Primary School History Teaching and Learning

Author Name: Vasiliki Aidinopoulou and Demetrios G. Sampson 

Selected Case (Published Article): Aidinopoulou, V., & Sampson, D. G. (2017). An Action Research Study from Implementing the Flipped Classroom Model in Primary School History Teaching and Learning. Journal of Educational Technology & Society, 20(1), 237-247. https://proxy.openathens.net/login?entityID=https://idp.wa.galileo.usg.edu/entity&qurl=https://www.proquest.com/scholarly-journals/action-research-study-implementing-flipped/docview/1874036053/se-2

1. Introduction

The flipped classroom model has grown in popularity especially as access to instructional technology tools both in the classroom and at home has increased. At its core, the flipped classroom model aims to transition teacher focused instructional time out of the classroom while reserving the classroom for student-centered interactive learning activities and peer-to-peer engagement. For a math classroom, this might look like a pre-recorded teacher lecture about slope-intercept equations that students watch at home before coming to class the next day to practice graphing straight lines with their classmates. But can this approach work for a history classroom where learning goals focus on historical and critical thinking skills as opposed to the more concrete goals and correct answers of a math classroom? Many history classrooms still rely on textbooks and traditional teacher-centered lectures to memorize historical content with little time left to develop historical thinking skills and interact with peers through thoughtfully designed and differentiated individual and group activities. A flipped classroom methodology would reverse that trend by using video lectures viewed prior to class to present historical content and context. This allows the instructor to reserve classroom time for exploration of digital resources and source analysis, whole class discussions, debates, simulations, and student-centered learning activities. These activities emphasize historical thinking skills, understanding historical context and perspectives, and critical thinking with some emphasis on historical content memorization. Truly flipping not only the instructional methods but also the desired outcomes of a traditional history class.

2. Overview of the Case

To examine the effectiveness of a flipped classroom model in a primary school history class Aidinopoulou and Sampson asked two questions: (1) does the implementation of the flipped classroom model lead to increased time for student-centered activities and (2) do more student-centered activities contribute to better learning outcomes than traditional lecture-style methods? To answer these questions a study was conducted across two-terms (24 weeks) using two 5^th grade primary school classrooms, an experimental group and a control group, consisting of 49 students in total. Between the two terms researchers had an opportunity to refine their methods and implement changes during the second term. The first term consisted of a planning phase where resources were selected, materials created, and activities as well as assessments were designed. During the act and observe phase, the experimental group instructors implemented the flipped classroom model while assessing students and completing teacher logs. The final phase of the first term allowed for observation, reflection, and revision before the second term began. At the start of the second term the revised plan was implemented, and data collected from teacher logs and student assessments. During the final phase of the second term, research data from both terms was analyzed and results were presented.

The researchers identified two broad learning goals to evaluate the effectiveness of the flipped classroom model compared to more traditional teaching methods, (1) memorization of historical content and (2) the cultivation of historical thinking skills. The assessments used during the study to measure student progress and mastery align with these two learning outcomes. The same tests were given to both the experimental and control groups and the data collected helped to inform the effectiveness of the instructional methods. Given the small population of the study, results were normalized to analyze the benefits and challenges of the flipped classroom instructional method and were then categorized as small effect size, medium, large, a very large effect size.  

3. Solutions Implemented

To implement the flipped classroom methodology, Aidinopoulou and Sampson approached the project using the ADDIE model commonly used in instructional design.

Analysis

During the analysis phase the researchers identified the educational problem that most primary school history classroom face and analyzed potential factors that contribute to the issue. They found that most history classrooms emphasize historical content memorization as the primary goal citing a lack of time for student to engage in learning activities that foster historical thinking skills. They also noted that students often lacked interest in the rote memorization required of them which led to a lack of critical thinking and historical misconceptions.

Design

In the design phase, learning goals were identified based on a survey of international standards for teaching history. Both the experimental and control groups were tasked with assessing historical content memorization as well as historical thinking skills like the concept of time, understanding historical sources and historical analysis and interpretation. Assessments were aligned to these specific learning goals.  

Development

During development a series of 9–10-minute video lectures were created focused on the content material, each broken up into three parts. The videos were distributed to students using the Moodle LMS platform. To go along with the videos additional resources like quizzes, wikis, and discussion forums were designed within Moodle for study and to aid in student interaction.

Implementation

Implementation took place before, during and after class for both the control and experimental groups.

Control Group – Before class the control group was not required to complete any learning activities. During class the control group received traditional lectures on the new historical content, had the opportunity for question-and-answer sessions with their instructor, received teacher feedback and, if time was available, were assigned activities that cultivated historical thinking skills. After class the control group studied material from the textbook and other digital resources but were not provided the video lectures created during the development phase. The control group students were able to interact in the LMS forums and completed online quizzes.

Experimental Group – Before class the experimental group studied materials using the LMS including the video lectures created during the development phase. Students also interacted in the online forum, and completed quizzes while also being provided additional, optional, materials to review before class. During class students had the opportunity for question-and-answer sessions with their teacher, completed assessments requiring historical content memorization, received teacher feedback and engaged in activities that fostered historical thinking skills. After class, students in the experimental group were able to gauge their progress via an online reward system receiving digital badges.

When both groups reached the end of a unit of study, they were administered a standardized test that was common to both the control and experimental groups that assessed the learning goals outlined in the design phase, historical content memorization and application of historical thinking skills.

Evaluation

During the evaluation phase, data from the teacher logs and common assessments were collected and analyzed for presentation.

4. Outcomes

The results of this investigation into the flipped classroom model for primary school history classrooms must be discussed in regard to the original questions posed.

(1) does the implementation of the flipped classroom model lead to increased time for student-centered activities, and

(2) do more student-centered activities contribute to better learning outcomes than traditional lecture-style methods?

Regarding question one, Aidinopoulou and Sampson observed the following:

• The control groups spent most of their classroom time engaged in teacher lectures, the experimental group spent no time lecturing.
• The experimental group spent considerably less time assessing historical content memorization as opposed to the control group.
• Students in the experimental group were often not as well prepared as the control group for historical content memorization assessments.
• The control group spent more time in Q&A sessions with the teacher than the experimental group choosing to ask questions and receive feedback using the online Moodle forums.
• The experimental group was able to spend significantly more time on activities that cultivated historical thinking skills whereas the control group had limited time for those activities.
• The two groups spent an equal amount of time assessing historical content memorization and historical thinking skills.

For question two, the researchers analyzed data collected through assessments administered to both the experimental and control groups. One assessment focused on historical content memorization and the other assessment for historical thinking skills was broken up into three specific outcomes (1) understanding the concept of time, (2) understanding historical sources and (3) historical analysis and interpretation.

• The experimental group achieved slightly higher mean scores when assessed on historical content memorization but there was no significant statistical difference between the groups.
• Both the experimental and control groups performed similarly on early diagnostic assessments indicating that the group began the terms performing relatively the same.
• For the understanding the concept of time, the experimental group showed significant improvement throughout the term indicating a medium to large effect.
• When assessed on understanding historical sources, the data indicated a large effect size for the experimental group.
• The experimental group also showed a medium to large effect size when assessed on historical and analysis and interpretation.
• The control groups scores for the three tested outcomes stayed relatively consistent throughout each term indicating little growth in historical thinking skills competencies.

The data revealed that the flipped classroom model had a limited impact on the experimental groups ability to memorize historical content compared to the control group as well as a significant positive impact on fostering and cultivating historical thinking skills.

 

5. Implications

Aidinopoulou and Sampson were able to conclude that the flipped classroom model allowed for more effective use of classroom time. Students in both groups performed equally on historical content memorization while the experimental group showed significant gains in competencies focused on historical thinking skills. Reserving classroom time for student-centered activities provided near universal positive benefits regarding the desired learning outcomes. That is not to say the flipped classroom should be applied to all history classrooms. The flipped classroom model is a drastic departure from traditional teaching methods, students, especially younger learners, will need to be trained to become more independent learners. Teachers should also consider using scaffolding to help students in the early stages of a flipped classroom transition. Instructors should also be wary of implementing this model without confidence in their technological competencies and an understanding of the time needed to invest in a strategy that requires significant pre-planning. Another consideration for teachers is the ability to monitor students during their at-home or out of the classroom activities. Surrendering so much of the content level learning to independent and individual activities means that teachers will need to be more diligent in their observations of students during class time. Advancements in instructional technology may provide pathways for teachers to monitor student participation outside of the classroom.

 

 

[Back to Home]