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Journal article
Flipped classrooms: Implications for K‐12 students with learning and behavioural challenges from an international exploratory study of teacher educators
Journal of research in special educational needs, Vol.22(2), pp.167-174
04/2022
Web of Science ID: WOS:000780435000001
Abstract
Flipped classrooms represent a new instructional paradigm for presenting K‐12 instruction. Whereas in traditional classrooms new content is taught during the school day and application activities are assigned for homework, in flipped classrooms students are expected to acquire new content by working through assigned tasks at home prior to the next day’s class. Subsequently, class time is used for application activities. To date, limited, conflicting analyses of research about the efficacy of the flipped classroom paradigm have been reported. This lack of a clear consensus is of concern for students with serious learning and/or behavioural challenges who have not been the focus of these analyses and whose learning characteristics arguably run counter to what students must do to be successful in flipped classrooms. The investigation reported herein addresses one aspect of the aforementioned void in the literature. Data from an international survey of teacher educators from 33 countries that ascertained their thoughts about the appropriateness of the flipped classroom paradigm for students with serious learning and/or behavioural challenges are reported. Results indicate that teacher educators have reservations about the appropriateness of flipped classrooms, but that their opinions are not fully informed by knowledge about, and experience with, these classrooms.
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Details
- Title
- Flipped classrooms
- Publication Details
- Journal of research in special educational needs, Vol.22(2), pp.167-174
- Resource Type
- Journal article
- Copyright
- © 2022 NASEN
- Identifiers
- WOS:000780435000001; 99380523896906600
- Academic Unit
- School of Education
- Language
- English