Abstract
A multi-case study will be presented in this publication which aimed to address an important gap in the current literature concerning the effective implementation of a flipped classroom (FC) model in a particular educational setting. There has been limited research focusing on utilising a FC model within the primary education context despite its potential benefits for young students, such as facilitating student-centred inquiry-based learning (IBL) and developing their higher order cognitive skills. This multi-case study has been drawn from authors’ collaborative action research project with other teacher participants, during which the authors explored the effective ways in which a FC model can be utilised to promote students’ IBL in primary school settings. The authors first develop an inquiry-based flipped classroom (IB-FC) model and applied the model into five primary schools in Cyprus for a school year (2017–2018). A total number of five teachers, 77 students and 48 of their parents were invited to participate in the project. A large volume of qualitative data was collected mainly through classroom observations and interviews. Data analysis of teachers’, students’ and parents’ experiences and perceptions led to the development of seven universal design principles. These principles can be used to support primary school teachers’ attempts to design effective instructions using the IB-FC model.
Highlights
Introduction and literature review Over the past decades, education standards have stressed the value of student-centred learning in which students are responsible of their own learning and they are actively involved in higher order cognitive tasks (Hannafin and Land 1997; Shea et al 2012)
The use of Virtual Learning Environments (VLE) tools assisted towards well-structured IB-flipped classroom (FC) lessons, whereas teacher support through a variety of synchronous and asynchronous tools is important
Overall students were satisfied with the FC activities, all enjoyed the flips and many agreed that the class time interaction through the inquiry-based learning (IBL) activities was key to their understanding
Summary
Education standards have stressed the value of student-centred learning in which students are responsible of their own learning and they are actively involved in higher order cognitive tasks (Hannafin and Land 1997; Shea et al 2012). A flipped classroom (FC) model has attempted to achieve these standards by allocating more class time for student-centred learning activities and by leveraging accessibility and use of advanced technologies to support a blended learning approach.
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