Title: Refining a flipped classroom model in a content area literacy course: determining modification through reflection
Authors: Jamie Colwell; Amy C. Hutchison
Addresses: Old Dominion University, 145 Education Building, Norfolk, VA 23529, USA ' Iowa State University, 1550 Lagomarcino Hall, Ames, IA 50011, USA
Abstract: This study describes the refinement of a flipped, or inverted, classroom model using a type of design-based research, specifically a formative experiment. The model was implemented in a content area literacy course for undergraduate pre-service teachers over the course of 13 weeks. Qualitative data collection and analysis were iterative and ongoing to determine enhancing and inhibiting factors that either supported or hindered the pedagogical goal set for the model, particularly in the online component of the model. Enhancing factors, such as reflection and self-pacing, emerged from analysis, along with inhibiting factors, including isolation in online learning and pre-service teacher difficulty with note-taking. Modifications to address the inhibiting factors and connections to local, pedagogical theory are subsequently described.
Keywords: design-based research; formative experiment; flipped classroom; inverted classroom; content area literacy; teacher reflection; pre-service teacher education; literacy education; qualitative research; general inductive analysis; teacher training; self-pacing; online learning; e-learning; electronic learning; note taking; pedagogical theory.
International Journal of Social Media and Interactive Learning Environments, 2015 Vol.3 No.4, pp.249 - 266
Available online: 29 Dec 2015 *Full-text access for editors Access for subscribers Purchase this article Comment on this article