Abstract:

Background:
This paper concentrates on the findings of a multi-case study conducted to explore the design principles of an effective Flipped Classroom (FC) approach in primary education. The FC approach has become one of the emerging technologies in education aimed to foster students’ active learning in higher education (Hamdan, McKnight, McKnight, & Arfstrom, 2013). The gap which exists in FC research as to how such a model can be also implemented in primary education in a way which promotes engagement and motivation will be addressed, through the exploitation of the latest instructional technologies and the discussion of the pedagogical principles which can guide its implementation.

Method:
The study is an action research project, during which the researcher designed and implemented FC instructions in five different primary schools in Cyprus, in collaboration with 5 teacher participants, 77 students and 41 parents. A Moodle platform (http://www.protyposxoleio.com) was designed for the share of the FC content and activities with the students and the parents. A pedagogical framework guided the designs, which had been revised after the data collection and analysis, using NVivo 11 and lead to the extraction of the ‘FC Engagement Tool’. Data collection involved teacher interviews, classroom observations, student focus groups and a parents’ survey, collecting experiences and perceptions throughout a whole school year.

Key results/conclusion:
Various statements in the results have validated that teachers thought of this new methodology (FC model) as an approach to attract students’ attention and elevate motivation, since they are asked to function just like in their everyday life: use of visual aspects and access to electronic devices. Observation notes showed than even the weakest students, or students from a different culture and language were persuaded to participate. Parents also agreed that students’ engagement was highly encouraged. However, in cases when disengagement lead to revised lessons and in-flip stations, the development of the ‘FC Engagement Tool’ had been necessary. In particular, one of the key principles of IB-FC implementation is how teachers offer motivation and an incentive to students to prepare for class in order to avoid disengagement and in-class revision problems (Cole et al., 2004). Self-paced learning, personalized contact and students’ skills have been recognized as leading parameters within the tool, which guide further the actions of the teacher in the individual and learning space for promoting engagement and student motivation. The role of the teacher is to clarify and guide in both spaces. The tool is interconnected to other FC design principles, such as differentiation and personalization, and hence the study does not also contribute to the field of FC in primary education but also also to the field of Assistive Technologies (AT), promoting ‘education for all’.

Keywords:

Flipped-learning, engagement, motivation, design principles, primary education, technology integration.