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| Autor/inn/en | Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark |
|---|---|
| Titel | K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning |
| Quelle | In: Journal of Educational Technology Systems, 45 (2017) 3, S.390-423 (34 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-2395 |
| DOI | 10.1177/0047239516658444 |
| Schlagwörter | Elementary Secondary Education; Teacher Attitudes; Teaching Methods; Technology Uses in Education; Educational Technology; Blended Learning; Homework; Video Technology; Teacher Surveys; Higher Education; Statistical Analysis; Minnesota |
| Abstract | A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level and content area taught. A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other. It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. The insights from the study inform teachers in the field about benefits and best practices in regard to the flipped classroom instructional model. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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