Flipped Learning in a Middle School Classroom: Analysis of the Individual and Group Learning Spaces

Abstract

Flipped learning is a pedagogical approach that promotes collaboration by using technology to “flip” traditional direct instruction. Instructional content is delivered outside of class in the individual learning space (online) and the group learning space (classroom) is used to engage in collaborative activities. Flipped learning shifts the teacher’s role toward facilitation. Research on flipped learning is limited, in that studies are mostly conducted in secondary and postsecondary classrooms. My study investigated a middle school classroom – focusing on a 6th grade social studies course using flipped learning and age-appropriate strategies. Participants were from an all-girls private school in Hawai’i. I used mixed methods to investigate student perception and knowledge construction. For perception, data was collected through a Likert-type survey. For knowledge construction, content analysis was applied to student interactions during a Computer- Supported Collaborative Learning (CSCL) activity. Findings suggest (1) flipped learning benefits average achieving students while (2) supporting a correlation between performances and effort. Findings also support (3) the use of technology-based content in middle school; (4) the application of multimedia learning theory (MLT) and direct instruction strategies to the individual learning space; and (5) the use of CSCL activities and teacher regulation in the group learning space. My findings may also support research that claims CSCL activities benefit all- girl groups. Future research should focus on the design of learning spaces in different K-12 environments, including single-gender classrooms and humanities courses.