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.

Titre

• Teacher Readiness for Implementation of Daily Flipped Classroom Technology Instruction

Dernière modification

• 06/05/2024

Créateur

• Link, Philip

Donateur

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

date créée

• 2016-05

Identificateur

• vital:5979

La langue

• English

Éditeur

• Southwest Baptist University

Assujettir

• Flipped Classroom
• Technology

Droits

• Copyright Protected

Format de fichier

• PDF Document