Abstract:

In this article, we present the preliminary results of a multi-case study that aims to address an important gap in current literature concerning instructional practices using a Flipped Classroom (FL) model. There has been a limited research focus on the implementation of the FC model within the primary education context despite its potential benefits for improving students’ Inquiry-Based Learning (IBL) experiences. In this collaborative action research project, we with seven primary school teacher participants explore the effective ways of implementing the FL model in primary school settings in Cyprus and the potential benefits of using the model for primary students’ IBL. To achieve the aim, this study first develops a pedagogical framework of IB-FC which consists of universal design principles of using the FC model for IBL at a primary education level.

The universal design principles here include:
i) the general instructional guidelines most primary school teachers in Cyprus can follow when designing their lessons by integrating the two instructional models of FC and IBL and
ii) the specific pedagogical strategies to motivate and improve students’ learning applicable for most primary school subjects.

Providing Cyprus primary school teachers with those universal design principles (i.e. guidelines and strategies) is particularly important given that many of them have a lack of instructional experiences in implementing both FC and IBL models in their classroom practices and need to teach a wide range of subject matters. The learning process based on the IB-FC framework includes pre-class, in-class and after-class activities. During the pre-class phase, students explore the learning content provided by the teacher at home and obtain an entrance ticket which is used during class time for their IBL classroom activities. Those classroom activities require the students to be creative and collaborative. The after-class phase involves individual learning activities such as self-assessment and e-portfolio development. Additional instructional tools and an online learning platform are also designed and used so as to support collaboration and communication among participant students and teachers. The seven teacher participants have developed and delivered their first lesson for the past three months by actively using the IB-FC framework and those instructional tools. During this first iteration of the action research, mainly aiming to help the participant teachers familiarize this new way of teaching and develop essential orchestration skills and routines for their FC practices, 1:1 guidance and expert-walkthrough of the first lesson has been also conducted. The participant teachers’ reflective teaching journals, one of the data collection tools in this study, suggest they have positively perceived their teaching experiences, which is also seen as a valuable professional development opportunity. More specifically, the teachers have reported that integrating the FC model increases the primary school students’ motivation for IBL. However, there have been also concerns reported regarding the time required, perceived being “wasted,” to help students become familiar with this new way of learning. The interviews with the participant teachers, students, and parents will be conducted before the second iteration and based on the findings from the multiple data set, the IB-FC framework and instructional tools will be improved for the second iteration.

Keywords:

Flipped classroom, flipped learning, inquiry-based learning, technology, entrance ticket, teachers professional development.