Teachers' Perceived Advantages and Disadvantages of Using Flipped Classrooms in ELA and Non-ELA Classrooms

Teachers' Perceived Advantages and Disadvantages of Using Flipped Classrooms in ELA and Non-ELA Classrooms

Nathan C. Snyder (Fordham University, USA)
DOI: 10.4018/978-1-5225-2242-3.ch003
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As teachers and institutions continue to incorporate the flipped learning model for delivering curricula to students, more needs to be known about its efficacy in the classroom, especially in secondary classrooms, as the majority of published literature focuses on higher education settings. The goal of this research study was to identify teachers' perceptions regarding the use of the flipped learning model in various content areas, including English Language Arts (ELA). This research study took place in a progressive public high school in Manhattan where surveys were administered to the majority of the faculty, and follow-up interviews were conducted to determine teachers' perceptions of implementing the flipped learning model in their classrooms. Data showed many teacher-identified advantages and disadvantages of incorporating the flipped learning model into secondary classrooms.
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Flipped Learning Definition

While definitions and implementation of “flipped classrooms” vary, I will be using the terms “flipped learning” and the “flipped learning model” synonymously and address the definition most closely attributed to Herreid and Schiller (2013), who defined the flipped learning model as switching what students normally complete in class and at home. In this definition, teachers record lectures for students to view independently in order to practice the new skills acquired during class time by collaborating with other students to solve higher order thinking problems. This practice allows students to ask teachers specific questions when needed and allows teachers to better assess students’ understanding of and ability to apply the content. Although companies such as Khan Academy and Coursera have an increased presence in home instruction and require students to learn independently from video lectures, they cannot be defined as flipped learning alone. Students must spend face-to-face time with instructors to work on the content learned from the videos in order to be considered flipped learning (Bergmann & Sams, 2012; Herreid & Schiller, 2013; Berrett, 2012).

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