AN EXAMINATION OF THE FLIPPED CLASSROOM PARADIGM FOR DIVERSE STUDENT POPULATIONS

AN EXAMINATION OF THE FLIPPED CLASSROOM PARADIGM FOR DIVERSE STUDENT POPULATIONS
Amany Habib, University of West Florida, United States of America / Timothy Morse University of West Florida, United States of America

(Presented at the International Conference on Life Sciences, Engineering and Technology (iLSET) April 21-24, 2022, Los Angeles, CA, https://www.2022.ilset.net/ organized by International Society for Technology, Education and Science ((ISTES)-http://www.istes.org)

This manuscript reports the results of two pilot studies that investigated the views of international cohorts of teacher educators regarding the efficacy of the flipped classroom paradigm in K-12 schools. The paradigm involves a protocol in which students complete traditional classroom-based activities at home to learn new content and then application activities at school the following day. Typically, these have been homework tasks. A void in the literature addressed by each pilot study was the relevance of flipped classrooms to student subgroups requiring specialized instruction (e.g., students with disabilities). In the first study 107 teacher educators (58% response rate) from 38 countries completed a 12-item survey designed to determine their views on the efficacy of flipped classrooms. Respondents reported flipped classrooms are efficacious for elementary and secondary students, as well as those who are culturally and linguistically diverse – particularly with respect to teaching complex subjects (e.g., science). Conversely, respondents reported the paradigm is inappropriate for students with disabilities, and that noteworthy barriers (e.g., a digital divide) impede its use with students in impoverished rural communities. In the second study 104 teacher educators (61% response rate) from 33 countries completed a 10-item survey designed to determine their views about the appropriateness of the flipped classroom paradigm for students with learning and/or behavioral challenges. Respondents reported reservations about the appropriateness of the paradigm, thereby raising questions about how the teacher educators would prepare prospective teachers to present flipped classroom instruction. Both studies are a measure of the paradigm’s face validity, particularly with respect to certain student subgroups. Consequently, the last part of this paper discusses issues specific to one student subgroup - culturally and linguistically diverse students – to serve as the basis for a proactive approach to research about this type of instruction for all students.

Видео AN EXAMINATION OF THE FLIPPED CLASSROOM PARADIGM FOR DIVERSE STUDENT POPULATIONS канала ISTES Organization