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.

Titolo

• Teacher Readiness for Implementation of Daily Flipped Classroom Technology Instruction

Ultima modifica

• 06/05/2024

Creatore

• Link, Philip

Collaboratore

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

data di creazione

• 2016-05

Identifier

• vital:5979

Lingua

• English

Editore

• Southwest Baptist University

Soggetto

• Flipped Classroom
• Technology

Diritti

• Copyright Protected

Formato del file

• PDF Document