flipped learning - action research findings

7/29/2019 Flipped Learning - Action Research Findings

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Nicho las Jac kson Ac tion Researc h Thesis for MA Ed uca tion thro ugh Edg ehill University

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Does the implementation of a flipped c lassroom and flipped

learning a ffec t engagem ent, motivation and the performa nce

of students on a n A/ S Level Computing c ourse and , if so, in

what ways?

A.What is a flipped c lassroom / flipp ed learning?Flipped learning definition:

a m od el of tea ching in which a student s hom ework is the trad itional

lec ture viewed outside of c lass on a vodcast. Then c lass time is spent

on inquiry-based lea rning which would inc lude wha t would trad itiona lly

be view ed as a stude nt s homew ork assignment.

Overmyer J (2011)

Flipp ed learning infog rap hic :

Gerstein J (2012)
http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/


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B. Reasons for the research

C.Views on flipp ing

Negative feedbackon enjoyinglearning on similarcourses

Lack of stimulus fordeeper/further

learning of contenton similar courses

Desire to enhanceindependentlearning instudents

Students

Flipped Learning

Students a re empowe red

Classroo m b ec omes mo reinc lusive a nd mo re ac tive

Students rec eive more help

Lec tures a re still in use Desire / ab ility to lea rn a ndma ster co ntent Suitab ility fo r a ll sub jec ts


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D.Findings c onc lusionI believe that a flipped m odel c an b e succ essful where there is a spec trum o f

types of materials produced to suit different types of lea rners. For exam ple,

there c ould b e som e vodcasts tha t stude nts have to wa tc h p rior to c lass forcove ring som e o f the key p oints but the se a re then fo llowed up with exerc ises

a llowing students to chec k their unde rstanding, ap ply their knowledge a nd

transfer this to other scenarios. Another example tha t I fee l co uld have

imp rove d flippe d lea rning in my resea rch would ha ve been to o ffer delivery

of the theory out o f lessons using a virtua l classroom. Using tha t method,

stude nts would have ha d the c hance to ask questions and g et help w ith

understanding.

The flipp ed mode l should not be followed rigidly. A more flexib le use of the

mod el where som e theory is delivered in lessons either as a summ ary to work

done out o f lessons or introduc ed in lessons, should be used. This c ould be

de pe ndent on how d iffic ult a tea cher pe rceives the c ontent to b e w ith more

d ifficult a rea s of a syllab us taught in a m ore trad itiona l style. Even more o f a

rad ica l departure from the work champ ioned by Bergma nn and Sam s and

Khan, that I feel rea lly c ould have imp roved the learning experience for

students in my resea rch would have been to have students involved in

creating their learning, assessing their learning as they progressed, akin to the

the ory of partne rs in lea rning (Tosha lis a nd Nakkula, 2012). However, suchan app roa c h would ha ve req uired longe r term d evelop ment of stude nt skills,

a wa y of wo rking and lea rning de sign on a muc h g rand er scale.

Thanks for listening

Nick Jackson

@largerama

http://largerama.creativeblogs.net

flipped learning - action research findings

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