08+-+Research+Paper



TCH 501 Research Proposal

To Flip or Not to Flip? Pros and Cons of the Flipped Classroom Environment

Department of Teacher Education Shippensburg University

Corrin E. Ward

May 02, 2012

In Partial Fulfillment of TCH 501 Effective Teaching: Theory and Practice Dr. Han Liu Online learning is becoming more popular each day especially with the rapid development of technology. Online learning can occur completely online, or partially online, which is referred to as blended learning. The flipped classroom model is similar to blended learning as it incorporates learning in the classroom and on the computer. Essentially, it swaps homework and direct instruction by allowing students to upload and watch videos online at home and coming into the classroom to complete activities and apply the knowledge learned from the videos. Is the flipped classroom model more effective than the traditional classroom setting? How do parents react to this model?
 * #1. Problem Statement **

If students have certain circumstances preventing them from attending the traditional classroom environment, then the flipped classroom model may be more effective than the traditional classroom for those specific students. However, it may not be a fit for all students.
 * #2. Hypothesis or Research Questions **

The flipped classroom setting switches homework to the school day and lectures to home by video (Young, 2011). “Students watch pre-recorded lectures or demonstrations at home and then work on problems in class” ("Have you flipped?," 2012). While watching the videos at home, students create a list of questions about the concepts presented in the video for discussion in the face-to-face meeting with the instructor for further clarification of the topic (Toppo, 2011). Class time is used to collaborate with other students to make connections between materials and activities where teachers provide guidance to understanding the content instead of delivering the information in lecture format (Young, 2011). Students are able to put their own creativity, interests, and ideas into project-based learning with this model (Ash, 2012). In this environment, students are still interacting with instructors and communicating with peers; however, they are becoming independent learners and problem solvers ("Flipped classroom offers," 2011). Students meet with collaboration groups pending their progress and comprehension of the curriculum (Ash, 2012). This allows the teacher to “facilitate learning, to coach, and to mentor,” which then allows the instructor to know where each student stands academically and what their individual challenges are (Ash, 2012). The flipped classroom model has several positive aspects for both the teacher and the students. Andrew Miller states that, “It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students” (Miller, 2012). Students are able to communicate with one another online while they are watching the instructional videos as well as replaying the videos as frequently as needed (Toppo, 2011). The pupils are said to be “more independent, less-stressed learners” because the most difficult part of learning for many is applying the information presented to problem solving activities, which occur in the classroom (Toppo, 2011). “Students become their own learners” and help one another learn the concepts, which makes differentiation for the instructor easier ("Flipped classroom offers," 2011). At the same time, teachers are able to focus on small groups and provide the guidance that students need from an instructor (Ash, 2012). Flipping the classroom allows greater control of the curriculum material and more one on one time with students (Toppo, 2011). The flipped classroom model provides education for students who may struggle getting to the traditional school environment for reasons such as traveling sports, chronic illness, or even to avoid negative behavior such as gang activity ("Blending tradition and," 2011). Some of these students simply were not successful in the traditional school setting (Watson, Gemin & Coffey, 2010). Students with special needs are drawn to online learning because lessons can be created for their specific strengths and time is provided for them to complete their tasks at their own pace (Watson, Gemin & Coffey, 2010). This model creates a flexible professional and personal schedule for the instructor as well ("Blending tradition and," 2011). The instructors also benefit from collaboration time with colleagues ("Have you flipped?," 2012). Time spent in the classroom is focused on an increased number of discussions, labs, and problem solving activities than what is typically accomplished in the traditional classroom ("Have you flipped?," 2012). School districts offer a set progression of courses to students; whereas, the flipped classroom provides students with the opportunity to take courses of interest to themselves ("Blending tradition and," 2011). The number of students earning A’s and B’s is increasing, while low grades are decreasing in schools utilizing the flipped classroom model ("Blending tradition and," 2011). “Some kids will not master everything, but they will master [what they learn]” ("Blending tradition and," 2011). Low-level learners appear to do better because they are getting more hands-on practice and allowing them to feel more confident about their knowledge ("Have you flipped?," 2012). The goal of the flipped classroom is to motivate students to become independent learners and problem solvers. What goes up, must come down. There is certainly a list of cons to the flipped classroom model. The biggest issue with the flipped classroom model of course would be technology concerns or the lack of access to such. Some children do not have access to computers or Internet at home ("Flipped classroom offers," 2011). The flipped classroom model requires teachers to work long hours creating and editing videos ("Have you flipped?," 2012). Teachers put in long hours working with students outside of the face-to-face class time explaining concepts over the phone or via Skype or other communication device (Ash, 2010). Online learning is a difficult feat for teachers to tackle and should be trained for the arising challenges of building relationships, technology glitches, online guidance for students, and working with parents (Ash, 2010). “A lot of the professional development comes into data analysis and really knowing how to use that information to best meet the needs of students” (Ash, 2012). Another issue is getting students to watch the videos and complete the questions for the class discussion time ("Have you flipped?," 2012). Many students do not think they will have to work as hard learning through this model, which is not the case ("Blending tradition and," 2011). Students will not understand the concepts or be prepared for the activities in class if they fail to go online and complete the video work ("Have you flipped?," 2012). Students may not even see the reason for watching the assigned video and most of the videos are still in lecture format disregarding the point to pull away from lecture in the classroom (Miller, 2012). “If students are not motivated to do homework, the flipped classroom will not be successful…the students have to be self-motivated” to complete work ("Have you flipped?," 2012). Teachers also become accountable for ensuring students have the technology they need at home to complete their work including computers, Internet access, and any communication devices (Toppo, 2011). Elementary grade levels and some middle school levels are difficult to work with because they still need the constant feedback with answers to questions on the spot ("Have you flipped?," 2012). Also, students diagnosed with Attention Deficit Disorder with Hyperactivity are not able to focus as well in the evenings, so watching videos and preparing questions for the next meeting’s discussion does not work well for these students ("Have you flipped?," 2012). Parents must be more involved with students working with online education programs (Ash, 2010). Many parents feel that online learning programs are not as rigorous as the traditional classroom, which calls for even more feedback from the flipped classroom instructors to the parents to ensure progression ("Blending tradition and," 2011). Parents become more involved with helping students prepare for assessments and their overall success in the classroom by accepting more responsibility in their student’s education (“Have you flipped?,” 2012). Students are motivated to learn hands-on about the content when many valuable resources are pulled into the curriculum due to more available activity time ("Have you flipped?," 2012). A report from NSTA states that the flipped classroom model relies too much on parents and there are pacing issues with the curriculum ("Have you flipped?," 2012). Teachers must communicate with parents frequently in order to establish good rapport with parents and to effectively communicate student progress in the program (Ash, 2010). Mobile applications have been discussed as a possible communication resource with parents as well as email and telephones ("Flipped classroom offers," 2011). Parents can also access grades and course information on the Internet to track their student’s progress (Watson, Gemin & Coffey, 2010). Online instructors must work with parents and students over the phone at late hours in order to help a student understand a concept (Ash, 2010). Many educators are uncomfortable with this format of instruction (Ash, 2010).
 * #3. Literature Review **
 * Introduction **
 * Pros **
 * Cons **
 * Parents **

The research design will be non-experimental through a cross-sectional survey that will be administered directly to the target population. >
 * #4. Research Design **
 * 1) What term best describes your (or your student’s) classroom environment?
 * 2) Traditional
 * 3) Flipped
 * 4) Blended
 * 5) Other ______
 * 6) What grade level are you or your student currently attending? ____________________
 * 7) What is your or your student's current GPA? ___________________
 * 8) Rate the following parts of your classroom environment (3=Very Satisfied, 0 = Not Satisfied)
 * 9) Lecture/Instruction 3 2 1 0 N/A
 * 10) Hands-on Activities 3 2 1 0 N/A
 * 11) Technology Usage/Availability 3 2 1 0 N/A
 * 12) Rigor in the Classroom 3 2 1 0 N/A
 * 13) How many hands-on or group activities do you work on each semester?
 * 14) One per day
 * 15) One per week
 * 16) 2-3 per week
 * 17) Other __
 * 18) How frequently are you (or your student) able to put their own ideas/interests into their projects?
 * 19) Never
 * 20) One time
 * 21) Sometimes
 * 22) Always
 * 23) Other __
 * 24) How are you (or your student) assessed in the classroom? (check all that apply)
 * 25) Tests e. Discussion/Participation
 * 26) Quizzes f. Learning Stations
 * 27) Projects g. Labs
 * 28) Other _____ ___
 * 29) How much work at-home is assigned to the student on a daily basis?
 * 30) 30 minutes or less d. 1-2 hours
 * 31) 31-60 minutes e. 2+ hours
 * 32) Other _____ _
 * 33) Are you (or your student):
 * 34) Highly motivated 3. Sometimes motivated
 * 35) Mostly motivated 4. Not motivated
 * 36) How are you (or your parents) involved in the classroom? (circle all that apply)
 * 37) Daily communication between teachers, parents, and student
 * 38) Weekly communication between teachers, parents, and student
 * 39) Monthly communication between teachers, parents, and student
 * 40) Communication between teachers, parents, and student is minimal
 * 41) Parents attend school functions (plays, community events, sports, etc.)
 * 42) Parents attend field trips with the classroom students
 * 43) Parents come into the classroom for activities, parties, lessons, aides, etc.s
 * 44) Parents check grades/progress regularly
 * 45) Parents check grades/progress only when necessary
 * 46) Other __

The target population will be students and parents of school-aged children from sixth to twelfth grade, of which fifty percent attend traditional classrooms and the other fifty percent attend flipped or blended classroom environments.
 * #5. Participants **

Surveys will be distributed at the same time in the classroom environment for both parents and students using paper and pencil for all available applicants. Computer surveys will not be provided to either group.
 * #6. Intervention and Procedure **

Data will be collected through direct administration to the target population. Any part of the population not surveyed directly will be contacted with a telephone survey. No online surveys will be used.
 * #7. Data Collection **

The data analysis will be qualitative and include the total size of the population sample collected as well as a percentage of how many surveys were completed out of the total goal. Pie charts will be used to represent percentages of answers for each survey question response for easy comparison.
 * #8. Data Analysis **

It is difficult to make any predictions before the experiment is completed; however, most research provides positive feedback on the flipped classroom model.
 * #9. Results Prediction **

Ash, K. (2011). Teachers make the move to the virtual world. //Education Week//, (30), 32- 34. Retrieved from [|www.eddigest.com]
 * References **

Ash, K. (2012, March 15). Blended learning mixes it up. //Technology Counts//, 31-34.

Blending traditional and online learning. (2011, January). //NSTA Reports//, 8-9.

Flipped classroom offers new learning path. (2011, November 28). //Electronic Education Report//, 1-3. DOI: [|www.simbainformation.com]

Have you flipped?. (2012, March). //NSTA Reports//, 10-11.

Miller, A. (2012, February 24). [Web log message]. Retrieved from []

Toppo, G. (2011, October 07). 'flipped' classrooms offer virtual learning. //USA Today//, p. 3a.

Watson, J., Gemin, B., & Coffey, M. Online Learning. (2010). //A parent's guide to choosing the right online program//. Vienna: NACOL.

Young, E. (2011, August/September). Flipping classrooms. //Highlighted & Underlined//, 6.