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Research output: Thesis › Doctoral Thesis
Research output: Thesis › Doctoral Thesis
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TY - BOOK
T1 - Exploring the universal design principles of a Flipped Classroom Model for Inquiry-Based Learning in Cyprus primary education context
T2 - A Multiple Case Study
AU - Loizou, Maria
PY - 2019
Y1 - 2019
N2 - BackgroundIn this thesis, a multi-case study will be presented to address an important gap in current literature concerning universal design principles (UDPs) for an effective implementation of a Flipped Classroom (FC) model for Inquiry-Based Learning (IBL), called the IB-FC model. Currently, there has been limited research focusing on the implementation of any FC model within the primary education context despite its potential benefits, such as developing higher order cognitive skills.Method usedThe study is a collaborative research project, during which the research, in collaboration with five primary school teacher participants, explored the effective ways of universal implementation of the initial IB-FC model developed, in five different primary schools in Cyprus. The model was implemented for a school year (2017-18), involving 5 teachers, 77 students and 48 of their parents. Qualitative data has been selected mainly through classroom observations and interviews.Key resultsData analysis has focused on teachers’, students’ and parents’ experiences and perceptions on the IB-FC implementation which aimed to revise the initial instructional tools, lesson template and framework given to the teachers for designing their lessons. This in turn led to the extraction of seven UDPs: structure and flexibility, simplicity and accessibility, interconnectivity and community, differentiation and personalization, development and progression, motivation and engagement and assessment and evaluation. ConclusionThe final IB-FC framework proposed in the findings illustrates how the seven UDPs for IB-FC implementation are connected to the ten instructional IB-FC tools developed for further supporting IB-FC implementation. In summary, this study has clearly demonstrated that the FC methodology can be effectively implemented in primary education settings. The final IB-FC framework contributes to the slow growing body of research on FC and IBL practice, theory building and policy in primary education.
AB - BackgroundIn this thesis, a multi-case study will be presented to address an important gap in current literature concerning universal design principles (UDPs) for an effective implementation of a Flipped Classroom (FC) model for Inquiry-Based Learning (IBL), called the IB-FC model. Currently, there has been limited research focusing on the implementation of any FC model within the primary education context despite its potential benefits, such as developing higher order cognitive skills.Method usedThe study is a collaborative research project, during which the research, in collaboration with five primary school teacher participants, explored the effective ways of universal implementation of the initial IB-FC model developed, in five different primary schools in Cyprus. The model was implemented for a school year (2017-18), involving 5 teachers, 77 students and 48 of their parents. Qualitative data has been selected mainly through classroom observations and interviews.Key resultsData analysis has focused on teachers’, students’ and parents’ experiences and perceptions on the IB-FC implementation which aimed to revise the initial instructional tools, lesson template and framework given to the teachers for designing their lessons. This in turn led to the extraction of seven UDPs: structure and flexibility, simplicity and accessibility, interconnectivity and community, differentiation and personalization, development and progression, motivation and engagement and assessment and evaluation. ConclusionThe final IB-FC framework proposed in the findings illustrates how the seven UDPs for IB-FC implementation are connected to the ten instructional IB-FC tools developed for further supporting IB-FC implementation. In summary, this study has clearly demonstrated that the FC methodology can be effectively implemented in primary education settings. The final IB-FC framework contributes to the slow growing body of research on FC and IBL practice, theory building and policy in primary education.
KW - flipped classroom
KW - inquiry-based learning
KW - primary education
KW - technology in education
U2 - 10.17635/lancaster/thesis/760
DO - 10.17635/lancaster/thesis/760
M3 - Doctoral Thesis
PB - Lancaster University
ER -