My Literature Review focussed on the following questions:
- What forms of classroom activities promote engagement?
- What preparation do students need in order to have a positive learning experience?
- What are student attitudes toward the flipped classroom?
- What is the potential for student learning in a flipped classroom?
My conclusions were that most of the research around the flipped model was based on tertiary experiences. The students were engaged and found the learning model useful but for the most part they seemed to be already motivated to learn. The review of literature also suggested that one of the motivating elements for students was the implementation of active and collaborative learning activities in the classroom.
The review did not help me to understand further how reluctant learners could be engaged by the flipped classroom. What I did discover, however, was that the flipped classroom model could be used as a stepping stone to self-directed learning by students. Imagine, then, a class where all the information and knowledge required for effective learning is available on the class website. The videos and presentations are created at first by the teacher then, as time goes on, by students. The students control the learning. They decide what they want to learn and how they want to learn it and who with. They access the information when they need it. Some of them might create their own versions of the information. In class the students are engaged in collaborative learning tasks that require higher order thinking skills and self-monitoring. Eventually you won't need to flip the classroom - this is the experience of Shelley Wright.