Exploring Flipped Learning in Three High School Classrooms

• In Event: 26.028 - Strategies and Tools for Improving Student Learning and Self-Regulation in Blended/Flipped Learning Environments

Abstract

This paper presents a study aimed at understanding how two high school science teachers and one English language arts teacher implemented flipped learning. This session presents findings related to why and how these teachers flipped their classes, as well as students’ and parents’ perceptions of these flipped classes. Findings, particularly challenges and potential benefits, will be presented in light of “best practices” and questions for future research will be raised.

Authors

• Barbara A. Bradley, The University of Kansas

• Michael F. Hock, The University of Kansas

• Irma F. Brasseur-Hock, The University of Kansas

• Donald D. Deshler, The University of Kansas

• Meghan Arthur, University of Kansas

• Marilyn Ruggles, University of Kansas