Running head: TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 1

Teacher Perceptions of the Flipped Classroom in the Urban Classroom Environment

Jessica Stith, Victoria Tombs and Lawrence Totty

Loyola University
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 2

Abstract

There is a great deal of interest in and study of the flipped classroom model and its applications

in the educational environment. Much of this research has focused on the incorporation of the

flipped model in higher education and the impact it has on student engagement. There is less

research in the area of traditional K-12 environments and even less in the area of urban schools.

This study examined secondary teachers’ perceptions of the flipped classroom and differences in

their perceptions based on their content area and grade level. Researchers developed a survey

instrument to collect data from 200 teachers in Baltimore City Public Schools and District of

Columbia Public Schools who worked in traditional public schools. Participants included 100

high school teachers, 50 from each district, and 100 middle school teachers, 50 from each

district. The study found that teachers who already felt familiar with technology were more

likely to experiment with the flipped classroom method. The was also a general interest in the

ways that flipping a classroom might help narrow achievement gaps for at-risk students, but a

concern that there was insufficient technology and technological support to implement flipped

classrooms on a larger scale.

Key Terms: Elementary Secondary Education, Teacher Attitudes, Teaching Methods,

Technology Uses in Education, Educational Technology, Blended Learning, Teacher Surveys,

Elementary Secondary Education, Flipped Learning, Inverted Learning, Teacher Perceptions

TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 3

Introduction to Educational Issue

In today’s educational environment where there is an increased focus on measurable

student outcomes and research-based strategies for delivering content, educators want to

maximize their time spent in the classroom in ways that produce visible results. Teachers have

more competition for student attention than they have had in the past. As a consequence, teachers

are also interested in proven methods to increase student achievement that are also engaging for

the students and harness the technology that students are already using. For many teachers, the

flipped classroom model appears to be an ideal solution for solving these challenges. The flipped

classroom is a widely popular instructional approach which reverses the use of the in-class time,

removing the lecture, reading, and passive learning methods by placing them outside the class,

and putting collaboration, application, and active learning in the classroom (Chen, 2016).

However, before teachers and districts adopt the flipped model, research into the effectiveness of

the model and its application in the K-12 setting must be completed.

Statement of the Problem

Although there is increasing interest in and use of the flipped classroom or a type of

flipped classroom in secondary education, there is still not sufficient research on this topic in the

K-12 setting (Gough, DeJong, Grundmeyer & Baron, 2017). Additionally, most of the research

which exists on the topic focuses on suburban (Unruh, Peters & Willis, 2016) or mixed suburban

and rural (Gough et al., 2017) environments. A great deal of emphasis has been placed on the

power of this educational model to motivate and support students, which is a common concern of

teachers in urban school districts. However, there is insufficient research on the use of the

flipped classroom in traditional urban secondary school environments or the teachers’

perceptions of the flipped classroom in those environments (Gough et al., 2017). Research in
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 4

implementing flipped classroom models must be spread throughout all compulsory school

education subjects and grade levels (Muir & Geiger, 2016; Kostaris, Sergis, Sampson,

Giannokos &Pellicone, 2017). Therefore, this study was developed to survey and examine the

perceptions of teachers in District of Columbia Public Schools and Baltimore City Public

Schools towards the flipped classroom method.

Research Question(s)

The research questions for the study were drawn in part from our comprehensive review

of the literature on the topic as well as the deficits that we identified in the research on the topic.

1. What are traditional urban secondary teacher perceptions of the flipped classroom?

2. What are teacher perceptions of the instructional considerations of a flipped classroom?

3. What are the differences in teacher perceptions of the flipped classroom based on grade

level and/or content area?

Significance

As Gough et al. (2017) have noted, “Due to the lack of research on flipped classrooms at

the K-12 level, it may be difficult for educators to determine if the flipped classroom is an

effective method to utilize in their classroom” (p.401). They were specifically addressing the

lack of research on the flipped classroom model in K-12 school environments, but this is

especially true in traditional urban school environments. This study adds to the existing research

of flipped classrooms at the K-12 level and addresses the perceived effectiveness of this model

for urban secondary teachers. Educators at the K-12 level regardless of setting will find this

study interesting because it adds a new dimension to the existing research, but it will be of

particular interest to teachers, administrators and other stakeholders in traditional, urban K-12
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 5

education as it represents one of the first studies of this kind and may help inform their own

decisions about whether or not to employ this model.

Although there is increasing interest in the idea of the flipped classroom, there is

insufficient research on the flipped classroom in the K-12 setting or the concerns and

perspectives of K-12 educators in regards to the flipped the classroom (Butzler, 2016; Gough et

al., 2017; Muir & Geiger, 2016; Unruh, Peters & Willis, 2016). As current classroom teachers,

the researchers are particularly interested in how the flipped classroom model might help

students and teachers reach their educational goals. Most of the K-12 research in the flipped

classroom model is focused on data that supports reorganizing classes to a “flipped model” that

maximizes in-class activity or active learning. The research leverages use of technology, via pre-

recorded lectures or other videos, although it is uncertain exactly how much educational value or

content is gleaned from the videos themselves (deLozier & Rhodes, 2016; Muir & Geiger, 2016;

Unruh, Peters & Willis, 2016). The researchers were focused on teacher attitudes and

perceptions of K-12 educators in urban settings of the flipped classroom.

Literature Review and Analysis:

Definition of a Flipped Classroom

The flipped classroom goes by a variety of names, some of which connote to what degree

the classroom is “flipped.” Educators can flip a lesson or unit, the entire curriculum or “blend”

the classroom and make some components online while others are in person (Gough et al., 2017).

Whether it referred to as a partial flip, blended learning or flipped classroom, “the responsibility

of knowledge acquisition [is transferred] to the learner. The instructor then becomes responsible

for guiding student learning as a facilitator rather than the transferer [sic] of information”

(Butzler, 2016, p.12). There is no one true method of flipping the classroom, other than to say
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 6

that the direct instruction portion of the lesson is accessed by students prior to or outside of the

classroom time (Bergmann & Sams, 2012; Butzler, 2016).

In most flipped classrooms what was traditionally homework becomes the classwork and

the direct instruction that was traditionally done in the classroom is, instead, the homework

(Bergmann & Sams, 2012; Schmidt & Ralph, 2016; Unruh, Peters & Willis, 2016). This allows

for students to ask for and receive re-clarification of topics and concepts in class instead of trying

to apply new learning at home without the support of the educator (Bergmann & Sams, 2012;

Gough et. al., 2017; Schmidt & Ralph, 2016). The class time is therefore dedicated to

applications of the learning and focuses on active learning (Bergmann & Sams, 2012; Butzler,

2016; Gough et al., 2017; Unruh, Peters & Willis, 2016) with the teacher as a guide or support

rather than the purveyor of information (Butzler, 2016). This structure also allows the teacher to

use technology to create instruction that enhances a more student-centered and individualized

instruction (Graziano, 2016; Unruh, Peters & Willis 2016).

Although technology is not strictly required of the flipped classroom model, it is often a

major component of how students access instruction outside of the classroom (Bergmann &

Sams, 2012; Butzler, 2016; Graziano, 2016; Gough et al., 2017). According to Lo and Hew

(2017), the basic notion of flipped classroom approach is to deliver the teacher’s lectures before

class through online videos, in order to free-up the in-class time for active learning and problem-

solving activities. Gough et al. (2017) note that the recent advances in technology have made it

easier to provide lectures and other types of direct instruction to students outside of the

classroom and therefore have led to greater adoption of the flipped classroom model. These

online lectures given by the teacher allow the students to return to class with the specific content

that is needed in order to complete the work in class, they can also receive more specific support
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 7

for the content area and have more in class time to collaborate and work on projects and

activities (Graziano, 2016a; Schmidt & Ralph, 2016) .

History of the Flipped Classroom

Explicit studies and research show the existence of variation of the flipped classroom

model as early as 1996 at Miami University (Gough et. al., 2017; Hall & DuFrene, 2016),

however the watershed moment for the recent interest in this model was the work of two

educators Bergmann and Sams in 2012 (Gough et al., 20017). They published their findings and

explained their method based on their work in the 2007-2008 school year. (Bergmann & Sams,

2012). Although examples of flipping the classroom exist prior to this time, this is the moment

where educators first heard the phrase “flipped classroom” and interest in the model began to

escalate (Gough et al., 2017). It has been used by teachers from elementary school to graduate

school (Schmidt & Ralph, 2016). The popularity of the flipped classroom has grown so much

that a social network called the Flipped Learning Network (FLN) was created and has more than

27,000 members (Chen, 2015).

Research in Education (Higher Ed and K-12)

Much of the research into the effects and perceived attributes of the flipped classroom has

been conducted at the postsecondary level including community college and four year

institutions (Butzler, 2016; Gough et al., 2017). In a study of students taking General Chemistry

in an open-enrollment institution, researchers divided the course into four formats over the

course of three academic years. Researchers examined the comparative success of students who

took the course in one of four formats: traditional, partially flipped, standard flipped, and flipped

with support (Butzler, 2016). What they found was that students who experienced the greatest

success in the course where the students who took the class in the flipped format, but with
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 8

metacognitive supports (Butzler, 2016). This is in keeping with much of the research at the

postsecondary level where the successes of the flipped classroom have been variable (Unruh,

Peters & Willis, 2016). Although many studies have shown success with the flipped model,

others have shown no significant change or students have self-reported that they did not like the

format (Unruh, Peters & Willis, 2016).

Although there are significantly fewer studies at the K-12 level, these finding are

consistent with a review that Gough et al.(2017) did of the work at the K-12 level. Of the three

studies they found which were specific to the K-12 environment, two found that there was

greater student success as measured by achievement in the flipped environment and in the other

there was no significant change (Gough et al., 2017). A study completed by researchers using the

Greek National Curriculum in a flipped middle school Information Technology course found

that flipping the class led to improvement for students who were underperforming and helped

bridge a performance gap across four assessments over eight weeks (Kostaris et al, 2017).

Muir and Geiger (2016) studied the effects of using a flipped classroom in a grade 10

Math class in a one-to-one school in Tasmania. Their findings showed that teachers could adapt

the flipped model without substantially changing their teaching style and increase student

motivation and student performance (Muir & Geiger, 2016). Although this is not a study in the

United States and the educational structure is somewhat different, the strategies employed by the

educator are consistent with those used and applied in the United States. In fact, it was easier to

find evidence of international K-12 flipped classroom research than it was to find research in the

United States K-12 environment (Gough et al., 2017; Muir & Geiger, 2016).

With one notable exception, all of the research on K-12 school environments was

conducted on a small scale and almost exclusively in suburban schools (Bergmann & Sams,
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 9

2012; Gough et al., 2017; Unruh, Peters & Willis, 2016). The one exception to this is a study

conducted by Collins (2015) in New York Public Schools. His research focused on flipped

classrooms at the middle school level and centered around what supports were needed by

teachers to effectively flip their classrooms (Collins, 2015). His findings showed that for the

students and teachers in flipped classrooms, assessments were more immediate and meaningful,

teacher evaluations improved and student motivation and engagement improved (Collins, 2015).

Other challenges with analyzing the results of the flipped classroom on student

achievement or engagement in the K-12 setting are identified by Unruh, Peters and Willis (2016)

when they identify that you cannot extrapolate from the post-secondary studies success at the

secondary level. Additionally, they claim that much of the research on the flipped classroom is

not rigorous and/or is strictly anecdotal (Gough et al., 2017; Unruh, Peters & Willis, 2016).

The research in K-12 education for the flipped classroom, occupies only a small portion

of the body of literature. More empirical studies are recommended to investigate the effects and

challenges of K-12 flipped classrooms, especially in the context of elementary school (Lo &

Hew, 2016). The research that has been done in this area is focused mainly on small,

homogenous populations and larger-scale research needs to be conducted as well as on the

ramifications of the flipped classroom in different educational environments (Bergmann & Sams,

2012; Gough et al., 2017, Unruh, Peters & Willis, 2016). As access is more readily available and

more data is available to support the improved learning and student engagement, more teachers

will be willing to implement a flipped classroom approach (Schmidt & Ralph, 2016).

Challenges

Although the flipped classroom method shows promise in the K-12 environment, there

are also challenges inherent in flipping the classroom (Collins, 2015; Graziano, 2016a; Graziano,
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 10

2016b; Low & Hew, 2016; Schmidt & Ralph, 2016). One of the challenges that Graziano

(2016b) discusses is that students must have access to technology outside their school. This is a

consistent concern in classrooms where the method of flipping relies on technology. In the

research of Schmidt and Ralph (2016), the teacher is faced with many students that do not have

access to technology at home. Some students have no computers and some that have computers

have no internet access (Schmidt & Ralph, 2016). Socioeconomic status plays an important role

in the equitable access to technology (Collins, 2015; Graziano 2016a; Hall & DuFrene, 2016).

Beyond the issue of access, teachers need to be technology savvy by making their own

videos or by finding appropriate videos for their content online and helping students access them

(Collins, 2015; Hall & DuFrene, 2016; Unruh, Peters & Willis, 2016). Also, some teachers of the

flipped classroom did not seem to believe that technology alone was enough to increase levels of

student engagement (Schmidt & Ralph, 2016). The main challenges perceived by the teachers

are familiarity with the model, access to and use of technology, and time for preparation (Collins,

2015; Hall & DuFrene, 2016; Muir & Geiger, 2016; Low & Hew, 2016). Chen (2016) notes that

“The common concern by most of the teachers who consider to adapt this

method of teaching is that it is not an easy task to find videos that perfectly match

what a teacher wants his or her students to learn, and it is extremely time

consuming to create their own instructional videos. Although there are free

instructional video sources such as the Kahn Academy and Bozeman Science, it is

still inevitable that teachers sometimes have to create their own videos. When

involving teachers create their own videos, there are still some technological

problems, such as how to use video editing or production software programs like
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 11

Camtasia, PaperShow, and ShowMe or apps on the iPad like Educreations and

Explain Everything” (p. 418 ).

Students need to be technology savvy in that they need to be able to access videos and

other online content, such as digital quizzes (Unruh, Peters & Willis, 2016). This may require

one-to-one technology or more class time devoted to username/password management, as well as

instruction on how to navigate online resources (Collins, 2015; Eisenhut & Taylor 2015; Hall &

Dufrene, 2016; Leo & Puzio 2016; Unruh, Peters & Willis, 2016).

Beyond the relatively simple issues of technology skills and access, there are other

challenges with the flipped classroom model. The motivation of students and teachers, as well as

their perception of the model, is fundamental to make flipped classrooms work since students

need to be motivated to complete the home assignments, whether they are watching a video,

exploring a website, or observing a presentation (Graziano 2016b; Unruh, Peters & Willis,

2016). Hall and DuFrene (2016) note the importance of this motivation as “some students do not

complete the out-of-class assignments and therefore are ill-prepared for the face-to-face learning

component” (p. 238). This is something that teachers have to recognize and prepare for in

advance of flipping their classroom.

According to a Lo & Hew (2016) study comparing and analyzing different sources of

research, some of the challenges faced by students are related to preference toward traditional

methods of learning, increase in workload, lack of interest in the video lectures, and scaffolding

needs for the in class sessions. These concerns are also reiterated by Unruh, Peters and Willis

(2016) and they acknowledge that the flipped classroom may not be appropriate in every content,

grade level or setting, or for students who are English Language Learners.

Benefits:
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 12

Bergmann and Sams (2012) point out that the flipped classroom model improves student

teacher interactions by allowing more personal one-to-one discussion or small group discussion

of material in class time. Collectively, the extant data suggest that video lectures themselves do

not affect learning. Thus, any advantage of providing lectures outside the classroom should come

from releasing class time for active learning (Collins, 2015; deLozier & Rhodes, 2016; Gough et

al., 2017; Hall & DuFrene, 2016; Unruh, Peters & Willis, 2016). However, findings also

demonstrated that those teachers utilizing the flipped classroom model exhibited higher levels of

technology and teaching efficacy (Collins, 2015; Unruh, Peters & Willis 2016).

An additional benefit is that students are able to work at their own pace, students with a

quicker grasp of the concepts can move ahead, whereas students who need more time to interact

with the content can take the extra time necessary (Bergmann & Sams, 2012; Collins, 2015;

Gough et al., 2017; Unruh, Peters & Willis, 2016). Teachers can plan as many videos in advance

as they deem fit (Chen, 2016; Unruh, Peters & Willis, 2016). As Graziano (2016a) states, flipped

learning allows students to personalize their learning by moving at their own pace and directing

their efforts based on individual needs. This is only possible though, when students have become

used to working in a flipped environment and when they develop an increased sense of

responsibility for their own learning (Collins, 2015; Graziano, 2016a).

A study conducted in South-Central Minnesota by Gough et al. (2017) found that while

student achievement didn’t necessarily increase in the flipped classroom, there was more time for

active learning and student engagement and absent and struggling students benefited from the

change. The only K-12 study of the flipped classroom that specifically uses the method with at-

risk students also shows great promise and improved attendance, although nearly all of the

research on the topic notes that the use of the flipped classroom benefit absentee students
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 13

(Bergmann & Sams, 2012; Collins, 2015; Flumerfelt & Green, 2013; Gough et al., 2017; Unruh,

Peters & Willis, 2016). Organizing classroom structure to maximize teacher-student interaction

time for at-risk students also increases student efficacy and increases academic performance,

using attendance, grades, and disciplinary records as metrics is the best use of the flipped

classroom model, impacting the metrics used to measure teacher and student performance,

combine the flipped model with an internet-based learning management system, and student

achievement at an at-risk high school improves (Flumerfelt & Green, 2013).

Perceptions (Students, Teachers):

Student perceptions about the flipped classroom are largely positive and receptive

(Butzler, 2016; Collins, 2015; Leo & Puzio, 2016). Students self-reported that the flipped

classroom was more engaging, they liked having access to the videos to help them learn or

reinforce concepts and they found the time spent in class to be more productive (Collins, 2015;

Gough et al., 2017; Hall & DuFrene, 2016; Unruh, Peters & Willis, 2016).

The perception of teachers changes depending on several factors-- mostly related to

technology and availability for incorporating these practices in their daily schedule (Chen, 2016;

Gough et al., 2017; Unruh, Peters & Willis, 2016). Some factors include computer technology

training, technology self-efficacy, positive teacher beliefs and attitudes towards technology,

access to professional development in the computer technology and knowledge and experience

(Chen, 2016; Gilakjani, 2013; Gough et al., 2017; Hall & DuFrene, 2016).

Even though a lot of teachers have high levels of competency in technology, there are

still professionals that encounter difficulties integrating technology into their teaching style

(Collins, 2015; Unruh, Peters & Willis 2016). Individuals with higher computer self-efficacy

beliefs see themselves as able to use computer technology (Gilakjani 2013), therefore, they are
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 14

more willing to use it throughout their classes. As Unruh, Peter and Willis (2016) state, teachers

using the flipped model were also found to have more positive attitudes toward technology, but,

positive attitude does not necessarily mean that the frequency of use increases, the location of the

study and many other factors and complex systems can impact whether or not teachers employ

the model (Unruh, Peters & Willis 2016).

Recommendations:

Researchers at the community college level considering what supports but facilitate the

maximum effectiveness of the flipped classroom have focused on strategies that enforce student

accountability and ownership of the direct-instruction (or flipped) content (Butzler, 2016). These

strategies include the Cornell note-taking method (Butzler, 2016) and exam wrappers (Butzler,

2016) which ask students to reflect on their metacognitive processes and make recommendations

about their future learning (Butzler, 2016).

Beyond reinforcing student accountability and metacognitive strategies, other

recommendations for successfully flipping the classroom include: flip smaller classes rather than

larger ones; start by flipping part of a class, a single lesson or unit; plan and prepare well, you

cannot coast on a lecture; use class time for activities and demonstrations that are hard to follow

in a video or in print; keep videos to be viewed outside of class to 10 minutes or less and use

student feedback to refine content and delivery (Collins, 2015; Muir & Geiger, 2016).

Finally, while there is not currently enough research or evidence to support the broad

claim that flipped classrooms in the K-12 environment will improve student learning, there is

enough evidence to suggest that it does increase time for active learning and higher order

thinking (Collins, 2015; Gough et al., 2017). Additionally, there is sufficient evidence to show

that there are “significant benefits for absent students in regard to making up missed classroom
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 15

work and consequently learning new concepts and skills” (Gough et al., 2016, p.409). Given

these findings, teachers should consider their expected student outcomes when deciding whether

or not to flip a classroom.

Methodology

Participants

Participants included 200 teachers from Baltimore, MD and Washington, D.C. who were

teaching in traditional urban public schools. For the purposes of this study, teachers had to be

working in a secondary school in the district that was not a charter school and did not have

entrance criteria. This allowed for the best control of sample and allowed for more accurate

comparisons between the respondents. One hundred teachers from each district participated, 50

from middle school and 50 from high school in each district. Individuals were asked to respond

via a Google Form which was emailed to qualified teachers as identified by the school district

and the survey response window was three weeks.

Proposed methodology

Data collection relied on the qualitative methods of using teacher surveys to establish

their perceptions of the flipped classroom method. The survey instrument was designed by the

researchers and used a 5-point Likert-type scale (1=Strongly Agree, 2=Agrees, 3=Neither Agree

nor Disagree, 4=Disagree, 5=Strongly Disagree). Multiple choice questions were used to

determine the respondent’s grade level and content area. Data was analyzed through a descriptive

and inferential in order to answer the research questions.

Expected Outcomes

We expected to learn that most teachers had at least some idea what the flipped

classroom was, although we did not expect to find many respondents who had flipped their
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 16

classroom. We also expected that teachers would be in interested in the perceived advantages of

using the flipped classroom method to narrow the achievement gap and provide more

differentiated learning support. However, we also expected that teachers would be concerned

about technology in a variety of ways. First, we expected teachers to be concerned about the

access to technology in their building and student access to technology outside of school.

Second, we expected that some teachers may not feel familiar enough with the technology

related to flipping their classrooms and/or not be comfortable with the most common platforms

for flipping their classrooms. Third, we expected that some teachers would be concerned about

the amount of time it would take to structure and flip their classrooms. This cost in terms of

invested time is also something we considered would be a concern for some teachers.
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 17

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Chen, L. (2016). Impacts of Flipped Classroom in High School Health Education. Journal Of
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TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 19

Individual Article Review Sheet

Your Name (s): Jessica Stith

Article Citation:

Kelly B. Butzler (2016) The Synergistic Effects of Self-Regulation Tools and the Flipped
Classroom, Computers in the Schools, 33:1, 11-23, DOI: 10.1080/07380569.2016.1137179

i. What is studied?
The study looked at which learning environment students enrolled in general chemistry best
achieved content mastery.

The effects of self-regulation tools in a flipped classroom environment and the impact on
student’s overall course grades.

ii. What methodology is used?

This is primarily a quantitative study, however they do provide some qualitative data at the end
of the study. The researchers identify it as a “comparative mixed-method design” (16).

The population was four classes of general chemistry students taking the course in four different
fashions from Fall 2012 to fall/spring 2015. Students were grouped according to whether they
were in the top, middle or bottom third of their high school graduating class and their
mathematics level based on their placement tests at the time of enrollment. The dependent
data was the overall course grade of the students in the course.

iii. How is the data analyzed?

Researchers found that the environment compared with the final course grade did not reveal
any significant changes, so they looked at the mathematics level and class rank to determine if
there was a significant change that way. The researchers used multiple regression analysis to
determine if course grades could be predicted based on their mathematics levels.

iv. What does the researcher (s) find?

1. Mathematics level upon entering college was a significant predictor of success

regardless of the learning environment
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 20

2. College preparedness as measured by the class rank upon entering the college was a
significant predictor of success regardless of the learning environment.

Despite that, students who entered at the math level 4 or high did better in any iteration of a
flipped class than a traditional lecture. When considering class rank, the same results were
found and students in the top third were 10% more successful in the flipped class with the SRL
tools. Middle third students were also more successful in each progressive flipped iteration, but
students in the lower third were not significantly affected by class environment.

v. What conclusions does the researcher (s) make?

Although there was no statistical difference in student achievement with the SRL tools, there
were increases in course grades for students, regardless of their rank or placement level.
Those students who used the note taking and exam wrapper strategies were overall more
positively affected and indicated that they would continue to use them.

Although the switch to more active learning styles and strategies via the flipped class was
successfully for students with fair to good college preparedness, those students who were less
prepared needed the additional supports and scaffolds of the SRL strategies.

Simply flipping the classroom did not lead to better understanding or outcomes, students
needed to be guided and supported and taught SRL strategies in order to achieve better
results.
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 21

Individual Article Review Sheet

Your Name (s): Jessica Stith

Article Citation:

Collins, M. A. (2015, January 1). Examining the Perspectives of Teachers and School Building
Leaders on the Use of the Flipped Classroom Method in New York City Public Schools.
ProQuest LLC,

i. What is studied?
The study looked at the practices of teachers and administrators in New York Public Schools,
grades 5-9, who have implemented the flipped classroom method.

Specifically the researcher wanted to know the perceptions of the teachers and their immediate
supervisors of the method, what needs teachers had in implementing the method, and an
evaluation of the method. According to the author, “The purpose of this qualitative study was to
investigate the perspectives of middle school teachers on how their usage of the flipped
classroom method increased student engagement and changed their teaching practices”
(Collins, 2015, p.64).

ii. What methodology is used?

This is primarily a quantitative study. Face to face and telephone interviews were conducted
with both teachers and their immediate supervisors. Respondents answered open-ended
questions about their practice, their experience and the perceived benefits and challenges of the
method. Respondents were provided with a copy of the questions prior to the initial interviews.

iii. How is the data analyzed?

Interviews were recorded, transcribed and then coded. Respondents were allowed to see and
assess the accuracy of the transcripts prior to their coding. The coding was done using Nvivo
software which also conducted analysis of the data. Specifically they were coded according to
the following areas of interest: Change in instructional planning and practice, Administrative
systems and structures for support, Support for students and parents, and job embedded
professional development.

iv. What does the researcher (s) find?

● All of the teacher and supervisor participants stated that the success of the model
depended on the students’ ability to access the videos outside of class.
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 22

● Not all students did the work outside of class and teachers had to make
accommodations for them to watch the videos inside the class
● Technology needs to present in the classroom for students and teachers to utilize, if
possible a class set or one-to-one environment
● Parents were able to be more involved in the education process
● Teachers needed the trust and support of the administration to stray from the standard
workshop model of instruction.
● Supervisors felt that teachers needed professional development and feedback on their
implementation of the model as well as learning communities to support one another as
they used the new method
● TIME was citing by both teachers and supervisors as a need of teachers as they made
the change and they acknowledged that they need more time to plan these types of
lessons and assessments.
● Teachers said that students were more prepared for class and more class time was
spent in critical thinking and application activities.
● Students took initiative and taught each other
● Teachers wanted specific and technology-centered PD to increase the effectives of their
videos
● Teachers felt that classes became more rigorous and student-centered
● Teachers evaluations improved

v. What conclusions does the researcher (s) make?

Teachers and schools have to have a plan for access to technology and the time and ability to
plan and implement the method. Teachers do better when they have autonomy and
professional development support as they implement the model. They also need specific
technology support and development for maximum success with the model.
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 23

Individual Article Review Sheet

Your Name (s): Jessica Stith

Article Citation:

Hall, A. A., & DuFrene, D. D. (2016). Best Practices for Launching a Flipped Classroom.
Business And Professional Communication Quarterly, 79(2), 234-242.

i. What is studied?
The perceptions of instructors in business and professional communications courses who have
employed the flipped classroom model as to the successes and challenges of the model. They
also wanted them to give their advice for other instructors considering the method.

ii. What methodology is used?

According to the researchers, “a qualitative study design was used to gain a rich description of
the topic under investigation” (Hall & DuFrene, 2016, p. 237). Instructors were invited to
participate in the study and five responded. They were interviewed in person or via phone.

iii. How is the data analyzed?

The study does not clarify how the responses were analyzed. It simply says, “Their responses
were summarized and analyzed for commonality and for unique aspects” (Hall & DuFrene,
2016, p. 237).

iv. What does the researcher (s) find?

Instructors who had tried flipping instruction saw that it was valuable. They saw that there was
a high value placed on active rather than passive learning and the belief that active learning is
deeper, lasts longer and has a greater impact on decisions and behaviors.

v. What conclusions does the researcher (s) make?

More studies with a larger population need to be conducted.

Additional support needs to be given to instructors who would like to try this model in terms of
professional development.

They also make a list of best practices which include: flip smaller classes rather than larger ones;
start by flipping part of a class, a single lesson or unit; plan and prepare well, you cannot coast
on a lecture; use class time for activities and demonstrations that are hard to follow in a video or
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 24

in print; keep videos to be viewed outside of class to 10 minutes or less and use student feedback
to refine content and delivery
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 25

Individual Article Review Sheet

Your Name (s): Jessica Stith

Article Citation:
Gough, E., DeJong, D., Grundmeyer, T., & Baron, M. (2017). K-12 Teacher Perceptions
Regarding the Flipped Classroom Model for Teaching and Learning. Journal Of Educational
Technology Systems, 45(3), 390-423.

i. What is studied?
The perceptions of teachers in Southwest and South Central Minnesota regarding the flipped
classroom. They also examined differences in perception based on grade level and content
area taught.

ii. What methodology is used?

A qualitative study using a survey administered via Google Docs. The survey used a 5-point
Likert-type scale and the survey was vetted by a panel of non-participating educators before
being disseminated.

iii. How is the data analyzed?

Descriptive and inferential methods were used to analyze the data. The first five research
questions were measured using means and standard deviations. Research question six was
answered by using t tests and the .05 level of significance was used for each statistical analysis.

iv. What does the researcher (s) find?

● Teachers most strongly agreed that the flipped classroom benefited absent students
● Teachers most strongly agreed that the flipped classroom lead to active learning and
increased student-to-teacher interaction
● Teachers also most strongly agreed about the need for accessible technology.
● Teachers agreed that there was increased parent involvement with the flipped classroom
● Middle School teachers agreed more strongly that students struggled to access
technology outside of the classroom
● No differences were significant between content areas taught.

v. What conclusions does the researcher (s) make?

● The flipped classroom benefits absent and struggling students.
● Flipping the classroom leads to increased active learning, personalized learning,
student-to-teacher interaction and time for learning.
● Flipped classrooms do not necessarily improve learning, but they do increase
instructional time.
● There is no significant improvement in classroom management
● Struggling students benefit from being able to rewatch the instructional videos
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 26

● Technology accessibility issues have to be addressed in order to flip the classroom

TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 27

Individual Article Review Sheet

Your Name (s): Jessica Stith

Article Citation:
Muir, T., & Geiger, V. (2016). The Affordances of Using a Flipped Classroom Approach in the
Teaching of Mathematics: A Case Study of a Grade 10 Mathematics Class. Mathematics
Education Research Journal, 28(1), 149-171.

i. What is studied?
The attitudes and perceptions of the benefits and challenges of one math teacher and his
students of the flipped classroom approach.

ii. What methodology is used?

They used an exploratory case study methodology to complete a detailed study of the grade 10
class of Mr. Hill. Within this case study, they used both quantitative and qualitative data
collection and analysis methods. Data collected from surveys was used to inform an interview
schedule allowing for more detailed exploration with a few individuals.

iii. How is the data analyzed?

They used Qualtrics to administer an online survey, interviews with students and teachers, and
classroom observations. The survey had 24 questions and used a 5-point Likert scale. There
were also seven open ended questions. The quantitative data was analyzed using descriptive
statistical analysis through Qualtrics. Qualitative data from the interviews was transcribed and
analyzed through reflexive iteration and coded for recurring themes.

iv. What does the researcher (s) find?

● There was a one-to-one technology structure in place
● Flipping the class freed up more class time for other types of instruction
● Students reported that the flipped classroom gave them a greater sense of autonomy
and the ability to self-pace
● Students preferred that Mr. Hill made his own videos instead of using the ones from
Khan Academy
● Students had a positive perception of the flipped classroom.
● Preparation of the videos and online content was time consuming for Mr. Hill

v. What conclusions does the researcher (s) make?

● Neither the teacher nor the students reported any negative perceptions of the flipped
classroom which was primarily attributed to the strength of the technology access at the
school.
TEACHER PERCEPTIONS OF THE FLIPPED CLASSROOM 28

● Students do better in the flipped classroom when the teacher clearly models how access
and use the online resources.
● Students and teachers do better the materials that are used are teacher-created and
consistent with the teacher’s instructional approach