Date of Conferral
2021
Degree
Ph.D.
School
Education
Advisor
Carla Lane-Johnson
Abstract
The flipped classroom model has been proven to impact students' learning positively, but many educators are reluctant to implement the flipped learning model in their classrooms. There are few studies addressing educators' choice to implement the flipped classroom model at the middle school level. This qualitative study aimed to explore teachers’ choices for implementing the flipped learning model, to provide evidence-based practices and recommendations for the creation of a support system, and to help create a support system to assist teachers to use the flipped learning model successfully. The study centered on two questions regarding how teachers described their choices to implement the flipped learning model in their classes, and their perceptions of the usefulness and ease of the flipped learning model. The conceptual framework that framed this study is Davis' theory of the technology acceptance model (TAM) and Ajzen and Fishbein’s theory of planned behavior (TPB). There were two instruments to collect data, a questionnaire and individual interviews from 10 middle school educators. Data were analyzed using initial and axial coding. Findings noted that teachers confirmed the ease of use and usefulness of the flipped learning model, teachers had positive beliefs and attitudes towards the flipped learning model. The study's findings indicated that positive social change might be achieved for those who are designing professional development for teachers to draw on, and the results also confirmed best practices to implement the flipped learning model in their classrooms.
Recommended Citation
Phillip, Daphney, "Understanding Teachers' Choice for Implementing the Flipped Classroom Model" (2021). Walden Dissertations and Doctoral Studies. 10608.
https://scholarworks.waldenu.edu/dissertations/10608
