Authors: Lenie George; Theodore J. Kopcha
Addresses: University of Georgia, 1197 South Lumpkin Street, Suite 193, Athens, GA 30602, USA ' University of Georgia, 850 College Station Road, RC #222, Athens, GA 30605, USA
Abstract: This study examines a flipped, high school classroom that used instructional videos as a performance intervention over the course of one academic year. Seventy-five high school students in an urban setting used a flipped model of instruction to support their mastery of mathematics benchmarks. Survey data and benchmark assessment results were collected to determine if the flipped classroom intervention prepared students to pass benchmark assessments, what students perceived to be the advantages of a flipped classroom, and whether students preferred having access to online course material. This study suggests that transferring course material online to flip instruction can promote student success, responsibility, control, and satisfaction.
Keywords: blended learning; differentiated instruction; flipped classroom; inverted classroom; mathematics education; student responsibility; high school students; remediation; technology integration; urban setting; high schools; response-to-learner intervention; instructional videos; benchmark assessments; mathematics benchmarks; student success; student satisfaction; student control; online learning; e-learning; electronic learning.
International Journal of Social Media and Interactive Learning Environments, 2014 Vol.2 No.4, pp.378 - 392
Received: 26 Dec 2013
Accepted: 14 Mar 2014
Published online: 20 Feb 2015 *