Reviewing the Use of Flipped Classroom in Secondary Education

Meghan Friberg, Jenna Schmidt, Yu Chun Tsen, Mississippi State University

Abstract Benefits and Limitations Suggestions

The flipped classroom model is a classroom approach in which students Benefits Though some literature is present on the flipped classroom’s effect
front load prerequisite knowledge before coming to school and then utilize • Students are able to review, pause, or rewatch any part of the on student engagement, more research is required in this area.
class time to ask questions and put their new knowledge into practice. The virtual lectures as needed, they can work at their own pace Motivation is technically out of the control of the educator and under
purpose of this proposal is to review and examine the benefits, concerns, (O’Callaghan, Neumann, Jones & Creed, 2017). the complete control of the learner, so it is vital that educators have
and issues of different approaches to the flipped classroom and to provide • Allows students to attend class with thoughtful questions and up-to-date knowledge of strategies they can implement to enhance
suggestions and recommendations for secondary education teachers. concepts for in class discussions and assignments. (Ismail & motivation. In addition, the implementation of this model is rarely
Abdulla, 2019). successful when most of the learners involved are unmotivated
Introduction Limitations (O’Callaghan, Neumann, Jones & Creed, 2017). That being said,
• Students who are not personally academically self-motivated more research is needed on the scope of success for the flipped
Students begin to gradually learn more personal responsibilities in relation to can tend to not do as well in these types of academic classroom model and the types of learners and learning
their education and learning during their time in secondary education environments (O’Callaghan, Neumann, Jones & Creed, 2017) environments it is best suited for.
(Capone, De Caterina, & Mazza, 2017) . The flipped classroom model is a • Flipped learning can require more preparation time for
learning strategy that can be applicable to a multitude of learning instructors during the first few times they teach a flipped
environments such as: online, hybrid and traditional classroom settings. The course (Kovach, 2014).
essence of a flipped classroom is for students to complete initial learning
outside of class by engaging in interactive lessons prior to class. This allows
for more in depth classroom activities, discussions, practice, and projects to
be completed during allotted in class time (Ismail & Abdulla, 2019). By
making work outside of designated class time with fun and interactivities for
in class specific time, this helps foster a sense of purpose and intrinsic
motivation being placed on the importance and responsibility of a student’s
education. The main purpose of this literature review is to review and
examine current understanding of flipped classrooms in middle school
settings. In addition, benefits, limitations, concerns, issues of different
approaches of flipped classrooms will be included. For the result of this
literature review, middle school teachers who are willing to implement any
kinds of flipped classroom approaches will benefit the most. Based on the
result of the literature review, suggestions for future use of flipped classrooms
in middle school settings will be included in the presentation.

Significance
The flipped classroom model involves technology use and active learning
(Unal et al., 2021), making it highly applicable to the modern classroom,
particularly the virtual/hybrid classrooms. The flipped classroom has been
shown to positively impact student motivation, especially in a mathematics
setting (Dierdorp, 2021). Another significant component to the flipped
classroom model is that it allows teachers to observe students completing in
class what would normally be considered “homework” in the traditional
classroom model (Unal et al., 2021). Differentiated learning and References
Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
individualized education are two major components of the current educational A Guide to Flipping the Classroom. (2020, May 26). Pros and cons. A Guide to Flipping the Classroom. Retrieved September 24, 2022, from https://www.boisestate.edu/ctl-flipping/pros-cons/
Capone, R., De Caterina, P., & Mazza, G. A. G. (2017). Blended learning, flipped classroom and virtual environment: challenges and opportunities for the 21st century students. Edulearn17 Proceedings, 10478-10482.

environment, and the flipped model provides the time and setting for this type Ismail, S. S., & Abdulla, S. A. (2019). Virtual flipped classroom: New teaching model to grant the learners knowledge and motivation. Journal of Technology and Science Education, 9(2), 168-183.
Kobayashi, K. D. (2017). Using flipped classroom and virtual field trips to engage students. HortTechnology, 27(4), 458-460.
Kovach, J.V. (2014). Leadership in the “classroom.” The Journal for Quality & Participation, 39-40.
of instruction to take place. This presentation will contribute to the fields of Slomanson, W.R. (2014). Blended learning: A flipped classroom experiment. Journal of Legal Education, 64(1), 93-102
O’Callaghan, F.V., Neumann, D.L., Jones, L., & Creed, P.A. (2017). The use of lecture recordings in higher education: A review of institutional, student, and lecturer issues. Education and Information Technologies, 22(1), 399-415.
education and instructional design by providing the result of this literature Winter, J. W. (2017). Performance and motivation in a middle school flipped learning course.
TechTrends, 62(2), 176–183. https://doi.org/10.1007/s11528-017-0228-7
Wei, X., Cheng, I., Chen, N. S., Yang, X., Liu, Y., Dong, Y., & Zhai, X. (2020). Effect of the flipped classroom on the mathematics performance of middle school students. Educational Technology Research and Development, 68(3), 1461-1484.
review of flipped classroom models, including the benefits, concerns, Unal, A., Unal, Z., & Bodur, Y. (2021). Using Flipped Classroom in Middle Schools: Teachers' Perceptions. Journal of Research in Education, 30(2), 90-112.
Slomanson, W.R. (2014). Blended learning: A flipped classroom experiment. Journal of Legal Education, 64(1), 93-102
limitations, and issues. Suggestions of future use of flipped classroom Stratton, E., Chitiyo, G., Mathende, A. M., & Davis, K. M. (2020). Evaluating flipped versus face-to-face classrooms in middle school on science achievement and student perceptions. Contemporary Educational Technology, 11(1), 131-142.
Kansızoğlu, H. B., & Cömert, Ö. B. (2021). The effect of teaching writing based on flipped classroom model on metacognitive writing awareness and writing achievements of middle-school students. Egitim ve Bilim, 46(205).

approaches are also included in this presentation.