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  • 1.
    Segolsson, Mikael
    et al.
    Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
    Hirsh, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    Bäcklund, Johan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Other School Based Research.
    The Flipped Classroom and Student Learning at Compulsory School in Sweden: A Longitudinal, Qualitative Study2017In: Journal of Education and Practice, ISSN 2222-1735, E-ISSN 2222-288X, Vol. 8, no 18, p. 77-86Article in journal (Refereed)
    Abstract [en]

    This article presents the results of a longitudinal study at an elementary school where teachers and students used the Flipped Classroom teaching methodology. Longitudinal studies of how the Flipped Classroom can support student learning are of importance because this methodology has become quite popular of late. Notwithstanding this, there is currently lack of broad and deep knowledge of its effects at the elementary school level. The research object is therefore important to study and longitudinal studies can provide us with important results, which can be used in teaching practices. Data was continually collected via observations and interviews with teachers and students over a period of three terms. The theoretical framework used in the study is ‘life-world phenomenology’, which entails that the point of departure for the study is the students and teachers’ living experiences of how the Flipped Classroom shows itself in the context of their school-life. A central issue with respect to the data collection was that the researchers were as unobtrusive as possible during their observations, so as to not affect normal school activities. This was done so as to understand the abilities that the students developed and how their way of working at school changed. The results show that the Flipped Classroom had a positive influence on the majority of students since they developed a sense of agency in their learning which was demonstrated by their taking the initiative as they progressed with their learning. Furthermore, they developed problem-solving skills and came to believe in their own potential for success. However, this teaching methodology did not suit every student, because it entailed change that was difficult for some of them to deal with. This was the case with students who needed a traditional structure to their teaching and who were more comfortable when the teacher was the central figure in the teaching process.

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