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FLIPPED LEARNING INSTRUCTIONAL MODEL:

PERCEPTIONS OF VIDEO DELIVERY TO

SUPPORT ENGAGEMENT IN EIGHTH GRADE

MATH

by

Keely Coufal

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The introduction of 21st Century learning through technology presented opportunities to increase student engagement and effectiveness, particularly in math and science, while

developing new pathways of instruction (Flumerfelt & Green, 2013)

Chapter One Review

The purpose of this qualitative phenomenological bounded case study was to explore the perceptions of eighth grade math students, their teachers, and their administrators regarding the use of video delivery to support engagement in a flipped learning instructional model.

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Research Questions

1. What technologies support video delivery to engage students in a flipped learning instructional model?

2. What are the benefits to using video delivery to support student engagement in an eighth grade math flipped learning instructional model?

3. What are the challenges of using video delivery to support student engagement in an eighth grade math flipped learning instructional model?

4. What are the recommendations for using video delivery to support student engagement in an eighth grade math flipped learning instructional model?

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As the revolution of modern technology continued to transform society, it conditioned and restructured the landscape of education, erasing the

hallmarks of a learning institution created one hundred years ago (Bussi & Borba, 2010).

 Educational Technology Today’s students have fully embraced modern interactive technology to learn what their self-interests are, but such acquired skills are not being optimized in the classrooms (U.S. Department of Education Office of Educational Technology, 2010).

Educators are challenged with understanding the new expansion of students who have acquired a nonlinear and unstructured ability to understand, process and problem solve, while self-educating without the benefit of the traditional educational framework used in past ( Wilmarth, 2010).

With all of the technological opportunities available to educators there still remained a disparity among teachers between the proficiency level and practice of technology usage both in and out of the classrooms (Ertmer & Ottenbreit-Leftwich, 2010).

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Concerns in Math for Students among subgroup populations.

* Berliner, Glass, and Nichols (2012) cited that the latest data from the National Center for Education Statistics indicated that all subgroup averages did not meet the level of proficiency as provided by NAEP. In this same article it stated that African American students were the lowest performing group in 8th grade math. * The research of Epson et al., (2010) indicated that according to the National Assessment of Educational Progress 2006 report only 19% of Hispanic students performing at proficient or above.* The fact that significant learning gaps exist between low socio-economic and middle class students, particularly in mathematics and science, presents a need for further research into incorporating technology into mathematics (Department of Education Office of Educational Technology, 2010). * Epson et al., (2010) determined that with a highly structured integration of technology in math, along with effective teacher training and support, positive results in student achievement are possible.

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FLIPPED LEARNING MODEL

THE PRIMARY CHARACTERISTIC OF A FLIPPED CLASSROOM IS THAT HOMEWORK AND PROBLEM SOLVING ASPECTS OF LEARNING ARE BEST DONE AT SCHOOL, WHILE ALLOWING THE STUDENT TO WATCH AND LISTEN TO THE DIRECT INSTRUCTION OR LECTURE OUTSIDE OF CLASS (BERGMANN & SAMS, 2012; HAMDAN ET AL., 2013; HERREID & SCHILLER, 2013; NOVEMBER & MULL, 2012).

Personalized learning

Learn any place and any time

Repeat, review, repeat,

review

Mastery learning

10% Video 90% Learning

Differentiated learning

Increased one to one

interaction

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Chapter Two Literature Review• Benefits of the flipped learning instructional model:

• Allows students to review, pause and repeat so learning occurs at the individual pace (Hamdan et al., 2013).

• Students can learn anywhere and any time (Hamdan et al., 2013; Tyson, 2010).

• Provides more interaction and individualized instruction from teacher (Berrett, 2012).

• Provides more opportunities for student collaboration and project based learning ( Bergmann & Sams, 2012).

• Is beneficial for struggling learners and English language learners (Orosco & Klingner, 2010).

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Perceptions of the Flipped Learning Model

Teachers’ Perception

Flipped learning provided better usage of time and resources and increased level of student engagement and participation (Fluker ,2013).

Students received more individualized attention and fewer are “falling through the cracks” (Rhor ,2012).

80% teachers felt their student’s attitude was much better, and overall most of the teachers found that teaching was much more satisfying under the new model (Speak Up National Research Project & Blackboard K-12 ,2013).

Students’ Perceptions

Students felt more connected to their teachers and the time spent in class was more relaxing and engaging with other students. Also, the students noted that class time was not boring, and ultimately they felt they were learning more than if in a traditional math class (Johnson, 2012).

83% of students felt more active with more opportunities for experiential learning, nearly 79% found they had more opportunities to interact with their peers and teachers in a positive way, 79% had more time to work at their own pace, and 80% felt that they had more accessibility to class resources and instruction (Driscill, 2012) .

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Perceptions of the Flipped Learning Model

Parents’ perceptions

The flipped model gave their children ownership of their education, and it helped them to assist with their children’s assignments ( Shepard, 2013).

Parents conveyed how they learned the science subject material with their students and the experience opened up a new found dialogue between the students and their parents (Bergmann & Sams, 2012).

62% believed that the usage of on-line learning for their children would allow them to work at their own pace and 59% thought on-line learning would provide their children the added benefit of being able to review materials as often as needed (Speak Up National Research Project & Blackboard K-12, 2013

Administrative perceptions

Administrators were searching for ways to incorporate technology while leveraging the balance of resources and the usage of digital media ( LaFee, 2013).They believed using technology was a crucial means for student learning, and felt it would be an injustice to students if the vast amount of resources available were not utilized in their education (Speak Up National Research Project and Blackboard K-12, 2013).Administrators felt that increasing their own professional development in on-line learning changed their perception on the importance of this method of learning for their students (Speak Up National Research Project & Blackboard K-12, 2013).

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CHAPTER THREE

METHODOLOGY

This qualitative research design was based on the method of a phenomenological case bound study described by Creswell (2013), which supports common themes or an understanding that occurs during a shared experience by a number of individuals

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Setting and Participants The school was in a lower socio

economic area, rated as a very high Title one campus, with a diverse population.

The local area was economically supported by a large amount of petroleum and oil refineries nearby. The mobility rate at this campus was 20.1%.

The campus was built in 1964, and was originally considered a model campus in a newly developed neighborhood in the mid 1960’s.

A purposeful sample of 15 math students’ ages 12 to 15 years of age were participants. This campus had 84.5% Hispanic students, 11.6% white students, and 3.5% African American students. In addition the campus had 84.5% economically disadvantaged, 50.4% identified as at-risk and a special education population of 10.7%.

Two eighth grade math teachers and one seventh grade Pre-AP teacher were participants.

The campus principal and the eighth grade assistant principal were participants.

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DATA COLLECTION• A semi-structured, in–depth set of focus group interviews were conducted among all 20 participants of this study. Each set of interviews were audio recorded and transcribed The compilation of transcribed interviews were analyzed using the process of clustering information, in order to extract common themes among significant quotes and statements given by the interviewees (Creswell, 2013).An interview protocol form was used for each interview. The protocol form was used by the researcher to record information data about the interviewee, the time and location of the interview, and the questions that were asked during the interview (Creswell, 2013).

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DATA ANALYSIS Click icon to add picture

“There can be infinite uses of

the computer and of new

age technology, but if

teachers themselves are not

able to bring it into the

classroom and make it work,

then it fails.” - Nancy

Kassebaum

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Data AnalysisResearch Question Number One

What technologies support video delivery to engage students in a flipped learning instructional model?

Findings included:

All students were provided a netbook to access their video delivery instructional lessons. In addition, most students also had at least one other electronic device that could be used to view the recorded lessons. iPhones and iPads were most commonly mentioned as alternative devices that they had available.

Most of the students had some form of access to the internet whether it was Wi-Fi at home, or the use of a smart phone. Students also used alternative means to access the internet from public establishments such as the library, Starbucks, and McDonalds.

Teachers stated that student internet access was not a significant problem for students.

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Data Analysis Research Question Number Two

What are the benefits of using video delivery to support student engagement in an eighth grade math flipped learning instructional model?

Findings included:

Availability for students to view videos at anytime and anywhere.

Students were able to review, pause and repeat videos as often as needed in order to assist in learning at their individualized pace.

Students were motivated to learn from the instructional videos because they were perceived as relevant to student experiences and had elements of humor and music that kept students engaged.

All participants noted that the pace of learning and mastering math objectives was quicker than from traditional instruction.

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Data Analysis Research Question Number Two Continued

Students concluded that learning from the flipped video delivery instructional model was an effective technology tool that helped them learn math more extensively than from traditional instruction.

Teachers were motivated by their students learning and thought that the time and resources spent to implement the flipped learning instructional model was worth the effort.

Teachers indicated that by providing students the video instructional lessons to watch at home, they were able to spend more time in class working with individual students.

Administrators observed students were more on task and focused when working on their daily class activities.

All focus groups agreed that engagement levels were higher for students both in watching the instructional videos, and participating in class.

The students attributed their growth and academic progress in math to an increase of understanding and confidence that came from watching the videos.

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Data Analysis Research Question Number Three

What are the challenges of using video delivery to support student engagement in an eighth grade math flipped learning instructional model?

Findings included:

While most students had internet access, there were some who had to search for alternative ways to view their delivered instructional videos. Students who depended on parents iPhone internet were not always available.

A few students noted that sometimes the teacher did not have the video available to download from school, therefore they would not be able to watch the video until the next morning at school.

A small amount of students indicated that they had trouble understanding certain words , terminology, or concepts that wee taught on the instructional videos.

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Data Analysis Research Question Number Three Continued

Students indicated that time teachers needed to prepare and record the instructional videos prevented them from making more lessons.

A few students thought the teachers felt rushed to complete their recorded video lesson because the software would not allow the video to be over 15 minutes.

Teachers expressed that the preparation time and implementation time to create the videos at first, was very intensive.

Administrators were concerned that some English language learners may have difficulty in understanding the instructional video lessons.

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Data Analysis Research Question Number FourWhat are the recommendations for using video delivery to support student engagement in an eighth grade math flipped learning instructional model?

Findings included:

Students believed that the instructional videos would have been more effective if more descriptive examples could have been given by the teachers, therefore it may be necessary for the videos to be longer.

Students recommended that other content area teachers provide the flipped learning instructional videos in their classes.

Teachers indicated that professional development courses and additional support from administration is important for the flipped learning instructional model to be effective.

Teachers also stressed that more time during their working hours is needed to create the instructional videos

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Data Analysis Research Question Number Four Continued

All participants recommended the flipped learning instructional model to implemented for future educators.

Administrators indicated that leaders in education should consider the flipped learning instructional model at other campus’ and to provide quality staff development and support for their teachers.

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THE NEW LEARNER

Click icon to add picture

In an era in which technology has provided

a boundless number of interconnected

possibilities to enrich learning, educators

are challenged with understanding the

new expansion of students who have

acquired a nonlinear and unstructured

ability to understand, process and

problem solve, while self-educating

without the benefit of the traditional

educational framework used in past

( Wilmarth, 2010).

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Chapter XSummary, Conclusion, Implications,

and Recommendations This study served to explore an alternative way in

which a group of intermediate students received their math lessons through the flipped learning instructional model, in order to learn more about this method of teaching. This research provided an in-depth query directed toward twenty participants; including fifteen students, three teachers, and two administrators, about the support, benefits, challenges, and recommendations based on their experiences from the flipped learning instructional model.

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Overview of the Problem

According to the National Assessment of Educational Progress (2012), math performance among eighth grade minority students indicated 13 year old Black students underperformed their White counterpart peers in math by 28%. Among 13 year old Hispanic student the gap was 21 %.

As schools are competing with other industrial countries it is vital that schools leverage the usage of technology while incorporating more engaging and interactive methods of providing instruction (Vander Ark, 2013).

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Summary of Major Findings

What technologies support video delivery to engage students in a flipped learning instructional model?

Netbooks and other electronic devices available to all students.

Internet was accessible for all students from various sources.

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Summary of Major FindingsWhat are the benefits to using video delivery to support student engagement in an eighth grade math flipped learning instructional model? Students had the ability to pause and repeat instructional

videos as needed, in addition to being able to access the instructional videos any place and any time.

Student engagement significantly increased due to high interest instructional videos that incorporated humor, music, and relevant examples of student school experiences.

Teachers were motivated by more individualized time and interactive facilitation with students.

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Summary of Major FindingsWhat are the benefits to using video delivery to support student engagement in an eighth grade math flipped learning instructional model? Student confidence in math performance was increased, as

mastery of concepts improved and stress levels were reduced from viewing instructional videos.

Students claimed improved memory of math concepts due to fewer distractions from the flipped instructional video usage watched outside of school.

Students perceived academic growth due to more focused participation and collaboration among peers.

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Summary of Major FindingsWhat are the challenges of using video delivery to support student engagement in an eighth grade math flipped learning instructional model?

• Some students had difficulty in finding a consistent source for internet usage.

•It was time intensive for teachers to learn ,process ,and implement the flipped learning instructional videos

•Some students had difficulty comprehending certain aspects of the video instructional lesson.

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Summary of Major FindingsWhat are the recommendations for using video delivery to support student engagement in an eighth grade math flipped learning instructional model? Students request more examples and longer videos.

Teachers requested administrative support, professional development and time.

Strong recommendations were made by students and teachers to continue using flipped instructional videos.

Participants requested that other content teachers use the flipped learning model.

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According to U.S. Department of Education Office of Educational Technology research has shown that increasing student engagement and empowering them in their learning does correlate with improved academic achievement (U.S. Department of Education Office of Educational Technology, 2010).

Conclusions

All participants in this research articulated that student engagement significantly increased when learning from the flipped instructional videos. Students indicated they believed that watching the flipped lessons helped improve their math academic abilities.

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Bergmann & Sams 2012, determined that a critical aspect of a successful flipped learning experience depends of the vision, creativity, and commitment teachers employ when developing their own videos.

Conclusions

All participants indicated that the video delivery of flipped instructional lessons were largely successful for student engagement. The high interest strategies that teachers incorporated in the videos such as music, humor, and real life examples served to increase student focus and attention while watching the lessons.

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IMPLICATIONS FOR EDUCATORS

In order for the flipped learning

instructional model to be

implemented with an optimum

successful outcome, professional

development among both teachers

and administrators is an essential

component (Speak Up National

Research Project & Blackboard K-

12, 2013).

Administrators should provide a

positive, fully supported network

of resources for teachers to utilize

in order to integrate new

technology into their instructional

model (Webb, 2011).

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Recommendations for Future Research

More quantitative research needs to be conducted as it relates to academic progress and improvement.

More diverse studies among different content areas and student age and background should be investigated.

Comparison data research on what the most effective applications for educators in regards to the flipped learning instructional model.

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Concluding Remarks

The flipped learning model is only one method among a boundless number of technology resources that are impacting the way students want to learn.

When students shared their stories about how the instructional videos influenced their learning it offered me a glimpse of what the future of education may hold if educators open their minds to the possibilities.

All participants expressed the positive benefits of not only providing instruction outside of the classroom that can by taught any place, any time, and as often as needed, but the added assistance of teacher facilitation and student collaboration in class.

I believe that technology has created a seismic shift in the way that students learn, increasing their level of flexibility, adaptability and creative thinking to a level that is unprecedented. Flipped learning using videos as a key instructional component is just a small step in the revolution of technology learning.