The Flipped Classroom: An Examination of Veteran Teachers’ Practices When Flipping Their Classrooms for the First Time

Abstract

Advances in instructional practices have not kept up with the changing educational needs of today’s learners. Ubiquitous technologies permeate students’ lives and as such, the traditional classroom is at odds with the needs of digital learners. This research used a case study approach to investigate teacher practices in the flipped classroom. The flipped classroom is a pedagogical model that utilizes technologies to move the lecture outside of the classroom, thereby freeing up class time to allow for practice, collaboration, and extension in a student-centered learning environment. The intent of this record of study was to examine veteran teachers’ practices and perceptions when flipping their classes for the first time, and to try to determine the factors that contribute to effective implementation of the model. The findings suggest that teachers perceive that a student-centered learning environment, in which the focus is on learning as opposed to the delivery of instruction, resulted in an increase in student engagement and understanding. Recommendations for further research include examining the model across subject lines and investigating how teachers adjust their practices as they continue with the model in subsequent years.