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ERIC Number: EJ1175686
Record Type: Journal
Publication Date: 2018-Apr
Abstractor: As Provided
"Just Don't Bore Us to Death": Seventh Graders' Perceptions of Flipping a Technology-Mediated English Language Arts Unit
Moran, Clarice M.
Middle Grades Review, v4 n1 Article 5 Apr 2018
This mixed methods study aimed to assess student engagement during the flipped model of instruction in two seventh-grade English language arts (ELA) classrooms. Implementation of the flipped model required students (n = 183) and teachers (n = 2) to use digital technology via a website and teacher-made videos. It compared student perceptions during a flipped unit to those same students' perceptions during a traditionally taught unit. A hybrid embedded design and case study interviews were used to assess students' cognitive, emotional, and behavioral engagement. Data analysis revealed that overall student engagement decreased in the flipped unit and that students were divided in their reactions to the flipped method with one student poignantly writing on the survey, "Just don't bore us to death." This work is significant in that it is among the first to examine whether course content matters when utilizing the flipped method and whether student engagement in the traditional ELA curriculum is unique due its emphasis on discussion and holistic assessment.
Descriptors: Educational Technology, Technology Uses in Education, Grade 7, Homework, Video Technology, Student Attitudes, Mixed Methods Research, Language Arts, Web Sites, Conventional Instruction, Blended Learning, Case Studies, Interviews, Learner Engagement, Emotional Response, Student Surveys, Focus Groups, Middle School Students, Learning Strategies, Questionnaires, Student Motivation, Pretests Posttests
University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire