Flipped Learning in the Elementary Grades: New Challenges for Equity in Education

• In Event: 31.091 - Roundtable Session 10
  In Roundtable Session: 31.091-13 - Evaluating P–12 Programs and Strategies

Abstract

The purpose of this formative evaluation was to determine how implementation of a flipped learning approach affected classroom instruction in elementary mathematics and students’ engagement in learning. In flipped learning students watch online video lectures as homework and then do application problems in class the next day. We used a mixed methods design to compare instruction and engagement between flipped classrooms and classrooms using a traditional approach to instruction. Results show that differentiated instruction occurred more often in the flipped classrooms, but student engagement over the class period declined more steeply in the flipped classrooms. Lower achieving students found it difficult to learn from the video lectures and they were more likely to have trouble accessing the online videos.

Authors

• Debra Ingram, University of Minnesota

• Bethann Wiley, University of Minnesota - Twin Cities

• Christina Miller, Univeristy of Minnesota - Twin Cities

• Terry Wyberg, University of Minnesota - Twin Cities