Date of Award
Doctor of Philosophy
Educational Leadership, Research and Technology
Dr. Nancy Mansberger
Dr. Lynn Nations Johnson
Dr. Wanda Hadley
Flipped learning, instructional practices, teaching, curriculum development, technological instructional resources, elementary teaching
It is important that adequate knowledge concerning how flipped learning can be implemented in a classroom to support students learning in elementary schools (Backlund, Hirsh & Segolsson, 2017). This is a qualitative study, which used a general qualitative approach to explore teachers’ perspectives and their experiences about flipped learning effectiveness in classrooms at the elementary school level. The population and sample in this study were five elementary school teachers in urban locations in the Midwest region of the United States who utilize flipped learning in their classrooms. The data on the use and impact of flipped learning on teaching and learning in the classroom were collected through direct and in-depth interviews. Directed interviews were used to explore: 1) Teachers’ perspectives about flipped learning in the classroom in the elementary school, 2) Practices used in the instructional process in the classroom in the elementary school from elsewhere, 3) Technological instructional resources and materials that have been used to help improve flipped learning in the classroom in the elementary school, 4) Flipped learning impacts for students in the classroom in the elementary schools, and 5) Challenges and difficulties in the implementation of flipped learning in the elementary school classroom.
Alsobaie, Mohammed Fahad, "Effective Teaching and Learning: Flipped Learning in the Classroom" (2018). Dissertations. 3280.