Flipping a high school classroom as a response-to-learner intervention
by Lenie George; Theodore J. Kopcha
International Journal of Social Media and Interactive Learning Environments (IJSMILE), Vol. 2, No. 4, 2014

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.

Online publication date: Sat, 07-Mar-2015

The full text of this article is only available to individual subscribers or to users at subscribing institutions.

 
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.

Pay per view:
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.

Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Social Media and Interactive Learning Environments (IJSMILE):
Login with your Inderscience username and password:

Username:        Password:          Forgotten your password?

Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.

If you still need assistance, please email subs@inderscience.com