Jennifer Crosson~A Critical review of flipped classroom challenges in K-12

education: Possible solutions and recommendations for future research

What is context/argument being explored? 

Some considered the flipped classroom approach, as mentioned by Horn (cited by

Lo and Hew, 2017) as innovation in K-12 education in 2012. As explained by Lo and
Hew (2017), it is a model that delivers lectures of background knowledge through online
video’s so teachers can devote classroom time to active learning and problem solving
activities. The study by Lo and Hew (2017), set out to understand the effects of the
activities of the approach, as well as achievement and attitudes of K-12 students toward
the instruction approach.They hoped to highlight problems, outline guidelines for the
approach and encourage others to engage in further research as they noted there were
limited empirical studies specifically in elementary education.
Through the analyses of fifteen post secondary case studies and two articles on
flipped classrooms and using a systematic thinking model by de Bono (as cited in Lo
and Hew, 2017), Lo and Hew (2017), found that the flipped classroom approach
improve’s over all student autonomy and performance in such areas as communication
skills, independence and promoting good learning habits. Among the published studies,
very few review papers identify the challenges of implementing flipped class- rooms
based on empirical evidence across studies. Mixed findings regarding student attitude
toward flipped classroom and negative feedback from students highlights the
importance of improving this instructional approach. Notable challenges included the
considerable increase in teacher preparation of material and students lack of
engagement in the out-of- class learning. Other problems highlighted challenges of
under preparing and over preparing for pre class activities that led to student
dissatisfaction. Lo and Hew (2017) suggested further research to address pre and post
comparisons to evaluate the equivalence of prior knowledge among groups. In
summary, although there were improvements in post secondary studies, Lo and Hew
(2017), felt a design-based research approach over a longer time frame in varied
settings would allow researchers to iteratively adjust and improve flipped course
practises thereby yielding more rigorous practical guidelines in K-12 flipped classrooms.
 
How do the ideas/arguments relate to your understanding of innovation in teaching and
learning?

Lo and Hew’s study points out that some innovations may prove successful in some
cases but not all. When reading through what immediately came to mind was an
example I had used in my analysis on Toulouse that described the problems that I faced
when I taught students to use a website to document their novel study. While most all
students found the approach to be motivating, one student lacked the necessary
motivation. So I wonder how successful the approach might be if students don’t have
access to computers, or parents don’t value this type of approach. Are we potentially
exacerbating the problem of inequalities in resources of certain schools? I found it
interesting that there were only two articles found, not case studies on elementary
schools and wonder if younger students posses the necessary skills needed to be
autonomous learners. Which led me to wonder what type of schools the flipped
classroom might work in. Would they only be successful in schools where there is a lot
of parent involvement in students homework lives? Does this also highlight inequality?
Or does it have the potential for schools to be used in different ways that are beneficial
for all? So while I believe in creativity and innovative practises and the need to try new
practises, I also believe that we need to wary of the implications and insure that all are
afforded similar opportunities.

What questions do you have of the author(s) after having read the article?
Why do you think there are no empirical studies of elementary school flipped
classrooms?

. Do you think that flipped classrooms meet the needs of all learners?

. Why were the reasons students were dissatisfied?

. What types of high schools were studied (private, charter or public)?

What are the implications for your own practice?

While the flipped classroom might not be a reality in every classroom perhaps the
innovations such as this model might point out how all stakeholders might improve the
learning of all students. Perhaps the model might highlight ways in which to challenge or
extend learning which also speaks to meeting the needs of students.

Lo, C. C., & Hew, K. (2017). A critical review of flipped classroom challenges in K-12 education:
Possible solutions and recommendations for future research. Research & Practice in
Technology Enhanced Learning,12(1),1-22. doi:10.1186/s41039-016-0044-2