The Flipped Classroom: High School Student Engagement Through 21st Century Learning

Abstract

The purpose of this qualitative study is to document the experiences of students who participated in a flipped classroom during a Grade 11 Modern World History and a Grade 11 Biology course. An abridged literature review revealed the flipped classroom provides enriched opportunities for collaborative learning and for greater teacher-student interaction; however, during the homework phase, some students are not equipped to be independent learners. For this action research project, we collected data from 48 students who completed three sets of qualitative questionnaires and participated in two focus groups. Augmented data included excerpts from reflective journals maintained by the flipped classroom teachers. From the data, three dominant themes surfaced. First, the flipped classroom promoted active learning. Second, it supported stronger relationships among students and their teachers. Third, it activated a steep learning curve. Details of 21st century learning are used to conceptualize the findings. One implication of the study is that, at the start of the flipped experience, teachers need to communicate fluidly to students what the flipped classroom is and is not. Keywords: flipped classroom; action research; 21st century learning

Design of Flipped Lessons in the Classroom and Opinions of Teachers with Different Degrees of Experience

“…Another study by Strayer found that students were more receptive to cooperative learning after adopting the flipped classroom style to study statistics (Strayer, 2012). The flipped classroom promotes cooperative learning and teacher-student interaction (Avery et al, 2018).…”

“…In addition to subject areas like Math, Science, Social Studies, English Language Arts, etc., more research on flipped classrooms at the elementary, middle, and high school levels has to be considered. According to studies, there is very little information on flipped classrooms at all grade levels (Alpay & Gulati, 2010;Avery et al, 2018;Bergman & Sams, 2012a;Flumerfelt & Green, 2013;Fulton, 2012;Gough et al, 2017;Heilesen, 2010;Hew, 2009;Johnson & Renner, 2012;Milman, 2012;Redekopp & Ragusa, 2013). It is essential to understand how flipped classroom characteristics may vary across grade levels and how those characteristics may relate to satisfaction across grade levels.…”

Challenges and Issues of Flipping Humanities Lessons: Investigating Teachers’ Experiences in a Malaysian International School

“…Kahu and Nelson's (2017) critical review of student engagement in the educational interface found that with high self-efficacy, there is an increase of student engagement and success and as an equal exchange, increased engagement, which in turn increases self-efficacy. In their action research, Avery et al (2018) administered a questionnaire among students and found that the students were generally interested in flipped classroom and admitted that they enjoyed learning.…”

“…Thus, teachers today confront the greatest challenge in satisfying these pupils' diverse learning demands (Kaur, 2017). As a means of getting more students engaged and promoting student-centred learning, the flipped classroom is an example of a pedagogy that is compatible with 21st-century learning styles (Avery et al, 2018). However, from the teacher's point of view, active participation is not only required of students alone but also parents, stakeholders and teachers in order to make flipped classroom a success (Mitsiou, 2019).…”

Unleash the Untaught Learning Competencies through Online, Shareable, and Offline Video Lectures in the Philippines

“…According to (Angadi et al, 2019), flipped classroom education enables students to encounter new features outside of class rather than typical review tasks. 'The flipped classroom is an example of pedagogy related to teaching and learning processes of twenty-first-century learners,' says the author (Avery & Huggan, 2018).…”