Using ＂First Principles of Instruction＂ to Design Secondary School Mathematics Flipped Classroom: The Findings of Two Exploratory Studies

Flipping the classroom is a current pedagogical innovation in many schools and universities. Although interest in flipped classroom (or Inverted Classroom) continues to grow, its implementation so far has been driven more by teachers' intuitive beliefs, rather than empirically-based principles....

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Bibliographic Details
Published in:Educational Technology ＆ Society 2017-01, Vol.20 (1), p.222-236
Main Authors: Lo, Chung Kwan, Hew, Khe Foon
Format: Article
Language:English
Subjects:
Academic Ability
Achievement Gains
Advanced students
Attitude Measures
Blended Learning
Classroom design
Classrooms
Colleges & universities
Educational activities
Educational Technology
First principles
Flipped classroom
Flipped classroom model
Foreign Countries
Grade 12
High School Students
Homework
In Person Learning
Innovations
Instructional Design
Instructional Innovation
Interviews
Learner engagement
Learning
Lectures
Mathematical analysis
Mathematics
Mathematics education
Mathematics Instruction
Methods
Online learning
Pretests Posttests
Questionnaires
Recommendations
Remedial Mathematics
Secondary School Mathematics
Secondary School Teachers
Secondary Schools
Special Issue Articles
Statistical Analysis
Student Attitudes
Students
Surveys
Teachers
Teaching Methods
Technology Uses in Education
Test Results
Video Technology
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Summary:Flipping the classroom is a current pedagogical innovation in many schools and universities. Although interest in flipped classroom (or Inverted Classroom) continues to grow, its implementation so far has been driven more by teachers' intuitive beliefs, rather than empirically-based principles. Many studies merely replace in-class instructions with videos and use class time for group discussions. But what instructional design framework should we use in planning the overall flipped classroom approach? This paper attempts to answer this question through two exploratory studies conducted in a Hong Kong secondary school. In Study 1, a flipped classroom Mathematics remedial approach was offered for underperforming students (n = 13) in Form 6 (Grade 12). In Study 2, high ability students (n = 24) in Form 6 participated in another flipped classroom Mathematics training approach. Both flipped classroom approaches utilized the First Principles of Instruction design theory. Paired t-test results indicated significant learning gains in both groups of students. Based on the suggestions of students and teacher as well as the existing literature, several recommendations for course planning, out-of-class learning, and in-class learning of flipped classroom are proposed.
ISSN:1176-3647
1436-4522
1436-4522