NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1144844
Record Type: Journal
Publication Date: 2017-Apr
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0025-5769
Examining the Flipped Classroom through Action Research
Lo, Chung Kwan
Mathematics Teacher, v110 n8 p624-627 Apr 2017
There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped classroom model. By watching instructional videos, students can work through some materials before class. Therefore, the in-class time is no longer occupied by teachers' direct instruction. Teachers can provide more interactive learning activities to facilitate peer interactions. Researchers have studied this model in various disciplines and have found that flipped classrooms enable the effective use of in-class time without sacrifice to course coverage, yet there are still many practical issued faced by classroom teachers that are yet to be resolved. To bridge that gap, the author used an action research study to explore the design and implementation of flipped instruction in her school. The dual-cycle approach involved 130 grade 8 students and four mathematics teachers (including the author, as the teacher-researcher) and was guided by the following research questions: (1) What are the student attitudes and engagement within a flipped mathematics classroom? (2) How can the design of their flipped classrooms be improved?
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A