Teachers in the Southwest Missouri Regional Professional Development group were surveyed to determine if knowledge and confidence were inhibitors to their implementation of the flipped classroom model as prior research had indicated (Jeffreys, 2000, Gibson, 2003, Johnson, 2009). Results indicated that a lack of knowledge or confidence did not influence a teacher’s decision to implement the flipped classroom model. Respondents stated student access to technology as a major inhibitor to implementation of the flipped classroom model. One area for future study includes identifying which in-class activities and instructional strategies support the flipped classroom model.

Titel

• Teacher Readiness for Implementation of Daily Flipped Classroom Technology Instruction

Zuletzt geändert

• 06/05/2024

Schöpfer

• Link, Philip

Mitwirkender

• Robert Perry (Advisor/Committee Chair)
• Pamela Hedgpeth (Committee Member)
• Ron Wilken (Committee Member)

Datum erstellt

• 2016-05

Identifikator

• vital:5979

Sprache

• English

Herausgeber

• Southwest Baptist University

Fach

• Flipped Classroom
• Technology

Rechte

• Copyright Protected

Datei Format

• PDF Document