Facilitating student engagement through the flipped classroom approach in K-12
A case study of two South Australian Professional Learning Networks
Thank you very much for your interest in this PhD case study, conducted by Melissa Bond from the University of Oldenburg (Germany), under the supervision of Prof. Dr. Olaf Zawacki-Richter.
What is the project about? This project aims to discover how the flipped classroom approach affects student engagement in primary and high school aged students. It also seeks to uncover student, teacher and parent perceptions of and attitudes towards the approach, as well as student and teacher readiness for the approach. What are the benefits of this research? This project may enable teachers, principals, researchers and government policy makers to understand how the flipped classroom approach can engage or disengage students, and also to understand how technology affects engagement in the classroom in general. This research may also impact on our understanding of student engagement theory and will help inform the development of a conceptual framework of student engagement. First published article, March 2019The final article towards my PhD is from a case study of student, teacher and parent perceptions of the flipped learning approach in two South Australian schools. It has just been published in the British Journal of Educational Technology. For a read only copy, please click here.
Recommendations:
Provisional Results, May 2018The following is a presentation given at a Network Learning Group conference in South Australia on 30 May, 2018 on some provisional results in the ongoing case study.
Alternatively, you may access the file via Research Gate.
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