Title: Flipped Learning in a K-12 Setting
Author Name: Kamryn Dziak
Selected Case (Published Article):
Ritter, N., & Arslan-Ari, I. (2023). The Flipped Classroom Approach in High School Psychology: An Action Research Study. TechTrends: Linking Research & Practice to Improve Learning, 67(2), 245–259. https://doi.org/10.1007/s11528-022-00789-8
1. Introduction
Flipped learning has become a popular method of teaching since the Covid-19 pandemic. School systems need to consider the growing popularity of technology and integrate teaching methods, like flipped learning, that can account for these new advancements. This pedagogical model aims to shift traditional instructor-centered learning outside the classroom, allowing more time for more interactive activities and specialized help during class time (Akçayır & Akçayır, 2018). The structure of a flipped model reverses a traditional classroom, lectures are recorded for students to view at home so they can then come to class prepared for collaborative activities like discussions or debates (Albert & Beatty, 2014). This method also gives students more responsibility for their learning and how and when they engage with the material.
Constructivism is the theoretical framework flipped learning is based on as the goal is to transition students from passive to active learning. Reiser & Dempsey (2018) define active learning as learning that “requires students to engage meaningfully, cognitively, and emotionally with other students, the tasks assigned, and the materials or resources used to complete the task” (p. 270). The core principle of the flipped model is to avoid the passive information approach that may happen within a traditional method, emphasizing active engagement and participation. In addition, the implementation of this method promotes active learning, increases student engagement, motivation, and overall student performance (Roehling et al., 2017). The flipped classroom method of instruction has been adopted across various subjects and institutions, but there is a need for more research to be done on the K-12 level. A setting on the K-12 level would include education levels from kindergarten to high school, this case would be a high school psychology class.
2. Overview of the Case
The study takes place in a southern, suburban high school psychology class where Chromebooks were recently adopted into the curriculum. The study uses a mixed-method approach to measure student motivation and achievement. Data was collected from pre- and post-tests, student surveys, interviews, and exit slips. The problematic situation addressed in the case is the need to increase student motivation, engagement, and overall learning outcomes in the introductory psychology course. With access to new technology, a new innovative teaching method is needed to facilitate the new learning materials. There is a need to recognize the limitations of traditional teaching methods with the expansion of online learning options. Traditional learning is often passive and can be limited not only in students’ ability to retain information but also can lead to limited engagement and issues addressing individual students learning needs. New technology, like Chromebooks, provides educators with opportunities to explore new teaching methods using new techniques. Overall, the flipped classroom model will be implemented to address the challenges of a traditional classroom while evaluating the academic performance of the students in the introductory psychology course.
3. Solutions Implemented
The solution implemented is the adoption of a flipped model in the high school introductory psychology class. The implementation took place over the course of nine weeks and the primary participants in the high school are students enrolled in the class. In addition, instructors are involved in the process of facilitating the activities involved in the flipped classroom as well as the data collection and analysis. There are five key elements in the solution implementation, pre-class assignments, in-class assignments, technology integration, student preparation, and assessments and feedback. Pre-class assignments are for students to watch pre-recorded lectures and reading materials before attending class sessions. In-class activities are dedicated to peer collaboration and interactive activities geared toward reinforcing the material they already learned. Technology integration consists of the use of the new Chromebooks for both pre-class and in-class materials. Student preparation consists of students receiving orientation sessions, clear communication, and guidance in both the switch to a flipped classroom and the transition from passive to active learning. Lastly, assessments and feedback are both ways of monitoring student progress during implementation to measure effectiveness. The flipped method was implemented by designing both pre-class and in-class assignments, utilizing the new technology effectively, and providing support to students while continuously assessing their performance and engagement. The reason for the implementation of a flipped approach was to be able to utilize the new technology effectively. Improving engagement of students through active learning, increasing learning outcomes and motivation levels are also desired outcomes of using the flipped teaching method.
4. Outcomes
The outcome of the implementation was positively associated with student motivation, engagement, and overall learning outcomes. The students’ post-test scores significantly improved compared to their pretest scores which indicates improvement in learning the course material. The motivation surveys showed mostly positive ratings for student motivation during flipped instruction. Other data shows positive ratings for student perceptions including increased engagement and relevance of course materials to real-life experiences. The results found that flipped learning can help prepare high school students to develop self-directed learning skills that they will be able to use in higher education and the workplace. Although the findings of the study were positive, there can be underlying issues that may come about during implementation. For example, students may be resistant to the new method as they are unfamiliar with it and may not want the added responsibility that a flipped classroom brings.
5. Implications
The findings of the study can be useful in education practice and research. The effectiveness of the flipped classroom was seen by the significant positive impact it made on students’ learning outcomes. This suggests active learning can lead to better understanding and retention of materials. Easy access to materials, interactive activities, and collaboration are all factors of a flipped classroom that educators can see contribute to increased motivation and engagement. Student perceptions of the flipped method were mostly positive once they got used to their new active role in their education. This shows students can be given more responsibility in their learning and be able to handle it while also enjoying the learning experience itself.
A few limitations to point out in the study are the sample size and the duration of implementation. The flipped learning model was implemented in a short nine-week period, future research should be done with a longer duration to see if the results remain positive. In addition, the sample size of the study is specific, and issues may arise in trying to generalize the findings to other grade levels, institutions, and subjects. Additional research needs to be conducted with a larger sample, on different subjects to assess the applicability of the findings. Overall, the study provides the potential benefits and drawbacks of a flipped classroom model to increase student learning outcomes, engagement, and motivation in a K-12 setting.
ReferencesÂ
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334 – 345. https://doi.org/10.1016/j.compedu.2018.07.021
Albert, M., & Beatty, B. J. (2014). Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades. Journal of Education for Business, 89(8), 419–424. https://doi.org/10.1080/08832323.2014.929559
Long, T., Logan, J., & Waugh, M. (2016). Students’ perceptions of the value of using videos as a pre-class learning experience in the flipped classroom. TechTrends, 60(3), 245–252. https://doi.org/10.1007/s11528-016-0045-4
Ritter, N., & Arslan-Ari, I. (2023). The Flipped Classroom Approach in High School Psychology: An Action Research Study. TechTrends: Linking Research & Practice to Improve Learning, 67(2), 245–259. https://doi.org/10.1007/s11528-022-00789-8
Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design and Technology (Fourth Edition ed.). New York, New York: Pearson
Roehling, P. V., Luna, L. M. R., Richie, F. J., & Shaughnessy, J. J. (2017). The benefits, drawbacks, and challenges of using the flipped classroom in an introduction to psychology course. Society for the Teaching of Psychology, 44(3), 183–192. https://doi.org/10.1177/0098628317711282