High school mathematics teachers' connective knowledge of the challenges and possibilities in implementing the flipped learning model: an embedded mixed-methods study
The impact of technology advancements in our current society continues to transform the ways in which we interact with each other, and the educational field has not been exempt from this transformation. Integration of technology in schools has influenced educators to seek new ways of teaching that adapt to the needs of students who are impacted by a digital wave. That is the case of a new instructional approach, which is being known as the Flipped Learning Model (FLM). The FLM intends to use pre-recorded video lessons to teach outside the classroom and incorporate homework and problem solving inside the classroom. Nonetheless, there is a remarkable need to explore this model more extensively, as limited empirical research exists. ^ The purpose of this mixed methods study was to examine high school mathematics teachers’ connective knowledge of the challenges and possibilities in implementing the FLM as they partook in learning networks. The embedded research design of this study employed narrative inquiry to recount participants’ experiences (N=26). The emergent learning theory of Connectivism was used to interpret the results, which showed that participants went through a cyclical process of acquiring and distributing connective knowledge of the challenges presented when “flipping” a classroom and the possibilities that the FLM offered to them. Additionally, the stories of three key informants were conveyed to provide a more in-depth understanding of the findings. Data analysis for the informants consisted of a comprehensive examination of the four stages of their personal knowledge development, as presented by Pettenati, Cigognini, and Sorrentino (2007): (1) awareness and receptivity, (2) making connections, selecting, and filtering, (3) contribution and involvement, and (4) reflection and metacognition. Although the informants were all exposed to the same learning network related to the FLM, results indicated that each teacher formed a unique “personal network” of resources and filtered information based on their own needs as teachers, and thus, connective knowledge developed proved to be distinctive for each informant. A comparison of the informants’ knowledge of the challenges and possibilities in implementing the FLM is discussed. Additionally, implications of the results and a discussion on the promising future research of Connectivism and connective knowledge are provided.^
Mathematics education|Education|Educational technology
Huereca, Karla, "High school mathematics teachers' connective knowledge of the challenges and possibilities in implementing the flipped learning model: an embedded mixed-methods study" (2015). ETD Collection for University of Texas, El Paso. AAI3715436.