Flipping the Classroom: Early Childhood Pre-Service Teachers Share Their Insights
Abstract
The purpose of this research is to find out if the flipping approach is effective in an early childhood bachelor's degree program. Each course was partially online with four class meetings throughout one semester. One main focus of the flipped classroom was the pre and post activities and discussions associated with each class meeting. They were designed so that big ideas and concepts would be the focus of class meetings. Students would revisit the ideas online through the use of discussions and reflections after each class. The research investigated student perceptions of effective learning practices in partially online flipped courses. Specifically how did the students understand important course concepts? Did student demonstrate their learning of big course ideas as demonstrated reflections? Lastly, how did students perceive the flipped aspects of the course.
This research was developed to help improve my teaching and to share my learning from it with others in the education community.
Location
Rooms 113 & 115
Recommended Citation
Englehart, Deirdre, "Flipping the Classroom: Early Childhood Pre-Service Teachers Share Their Insights" (2015). SoTL Commons Conference. 113.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/113
Flipping the Classroom: Early Childhood Pre-Service Teachers Share Their Insights
Rooms 113 & 115
The purpose of this research is to find out if the flipping approach is effective in an early childhood bachelor's degree program. Each course was partially online with four class meetings throughout one semester. One main focus of the flipped classroom was the pre and post activities and discussions associated with each class meeting. They were designed so that big ideas and concepts would be the focus of class meetings. Students would revisit the ideas online through the use of discussions and reflections after each class. The research investigated student perceptions of effective learning practices in partially online flipped courses. Specifically how did the students understand important course concepts? Did student demonstrate their learning of big course ideas as demonstrated reflections? Lastly, how did students perceive the flipped aspects of the course.
This research was developed to help improve my teaching and to share my learning from it with others in the education community.
