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FLIPPED LEARNING INSTRUCTIONAL MODEL: PERCEPTIONS OF VIDEO

DELIVERY TO SUPPORT ENGAGEMENT IN EIGHTH GRADE MATH

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A Dissertation

Presented to
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The Faculty of the College of Graduate Studies
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Lamar University
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In Partial Fulfillment

of the Requirements for the Degree

Doctor of Education in Educational Leadership

by

Keely Coufal

August 2014
 UMI Number: 3634205

All rights reserved

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 FLIPPED LEARNING INSTRUCTIONAL MODEL: PERCEPTIONS OF VIDEO

DELIVERY TO SUPPORT ENGAGEMENT IN EIGHTH GRADE MATH

KEELY COUFAL

Approved:

_________________________________
Diane Mason
Dissertation Chair

_________________________________

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Cynthia Cummings
Committee Member
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Babette Eikenberg
Committee Member
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_________________________________
Jason R. Mixon
Director, Doctoral Program

_________________________________
Jason R. Mixon
Chair, Department of Educational Leadership

________________________________
Hollis Lowery-Moore
Dean, College of Education and Human Development

________________________________
William E. Harn
Dean, College of Graduate Studies
© 2014 by Keely Coufal
No part of this work may be reproduced without permission except as indicated by the
“Fair Use” clause of the copyright law. Passages, images, or ideas taken from this work
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 ABSTRACT

FLIPPED LEARNING INSTRUCTIONAL MODEL: PERCEPTIONS OF VIDEO

DELIVERY TO SUPPORT ENGAGEMENT IN EIGHTH GRADE MATH

by

Keely Coufal

The purpose of this qualitative phenomenological bounded case study was to explore the

perceptions of eighth grade math students, their teachers, and their administrators

regarding the use of video delivery to support engagement in a flipped learning

instructional model. The following research questions were asked in this study:

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What technologies support video delivery to engage students in a flipped learning
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instructional model? What are the benefits to using video delivery to support student

engagement in an eighth grade math flipped learning instructional model? What are the
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challenges of using video delivery to support student engagement in an eighth grade math

flipped learning instructional model? What are the recommendations for using video
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delivery to support student engagement in an eighth grade math flipped learning

instructional model? Twenty participants were interviewed among five different focus

groups. Fifteen eighth grade math students, three teachers, and two administrators were

included in the interviews. Data was collected from the audio transcription of all the

interviews and was analyzed for thematic clusters of meaning. Findings from this data

suggested that student engagement was significantly higher when being taught from the

flipped learning instructional model. Implications for practice would suggest educators

acquire a deeper understanding and implementation of flipped learning.

 ACKNOWLEDGEMENTS

I would like to express my appreciation and love for my family for their patience

and understanding as I took this journey. To my husband, Don, for all the evenings I

sequestered myself behind my laptop as he saw to our meals and took care of our sons.

For my boys, Weston, Wade, Walker, and Waylon thank you for your support and care

for me when you knew I needed a smile, a good joke, or a purposeful distraction. My life

overflows with love for all of my men.

To my support team of friends, Julie, Georgette, Brenda, and Karen, who have

accepted my countless apologies for my stepping out of my life for these past few years,

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thank you for patiently waiting for me to return. I couldn’t have finished this
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accomplishment without my wonderful friends who listened to my rants and hugged me

when I needed their support.

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To my wonderful supportive professors who have installed in me such a deep

appreciation and understanding of what it means to be an effective and meaningful

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educator. Dr. Mason, Dr. Mixon, Dr. Harris, Dr. Cummings, and Dr. Eikenberg, thank

you for sharpening my intellect and challenging me to try harder at anything I’ve ever

had to do, and to not give up.

I want to thank the beautiful students of Park View Intermediate for giving me

the privilege of working with them and witnessing their strengths and aspirations. My

students remind me every day what I’m in education for.

Finally, I want to thank the teachers, who give it their all each and every day, and

who I have the honor to be their administrator. Erika, Amanda, and Deanne, your

amazing mathematical minds blow me away.

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 Table of Contents

Chapter Page

I Introduction to the Study 1

Background 2

Problem Statement 4

Theoretical Framework 5

Statement of the Purpose and Research Questions 7

Rationale and Significance of the Study 8

The Significance of Leadership 8

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Assumptions 10
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Limitations and Delimitations 10

Definitions of Terms 12
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Summary and Organization of the Study 13

II Review of Literature 14
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Educational Technology 15

Teacher Training 15

The New learner 16

Project-Based Learning 17

Active Learning 19

Flipped Learning Model 20

Historical Perspective of Flipped Learning 21

Characteristics of the Flipped Learning Model 23

Benefits of Flipped Learning 23

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 Effectiveness of the Flipped Learning Model 26

Effectiveness of Diverse Learners Using the Flipped Model 27

Effectiveness of Mathematic Students using the Flipped Model 29

Learning Theories and the Flipped Learning Model 30

Perceptions of the Flipped Learning Model 32

Teacher Perceptions 32

Student Perceptions 34

Parent Perceptions 35

Administrative Leadership Perceptions 36

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Limitations and Critics of the Flipped Learning Model 37

Summary
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III Methodology 40
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Problem Statement and Research Questions 40

Research Design 41
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Setting and Participants 43

Data Collection 45

Participants 45

Interview Process 46

Treatment of Data 47

Provisions for Trustworthiness 48

Epoche 49

Summary 50

IV Student Focus Group One 51

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 Research Question One- Technologies Supporting Video Delivery 51

Internet and Electronic Devices 52

Technology Outside of School 53

Research Question Two- Benefits of Video Delivery 54

Experiences with the Flipped Learning Instructional Model 54

Engagement Levels 56

Math Benefits 58

Time in Class 60

Research Question Three- Challenges of Video Delivery 62

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Internet Accessibility 62

Video Preparation Time

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Video Comprehension 64
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Research Question Four-Recommendations 64

Recommendations to Improve Flipped Learning Video Delivery 65

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Future Usage of Video Delivery in Flipped Learning 65

V Student Focus Group Two 70

Research Question One- Technologies Supporting Video Delivery 70

Internet and Electronic Devices 70

Technology Outside of School 71

Research Question Two- Benefits of Video Delivery 72

Experiences with the Flipped Learning Instructional Model 72

Engagement Levels 74

Math Benefits 74

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 Time in Class 75

Research Question Three- Challenges of Video Delivery 77

Internet Accessibility 77

Video Preparation Time 77

Video Comprehension 77

Research Question Four-Recommendations 78

Recommendations to Improve Flipped Learning Video Delivery 78

Future Usage of Video Delivery in Flipped Learning 78

VI Student Focus Group Three 80

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Research Question One- Technologies Supporting Video Delivery 80
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Internet and Electronic Devices 80

Technology Outside of School 81

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Research Question Two- Benefits of Video Delivery 82

Experiences with the Flipped Learning Instructional Model 83

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Engagement Levels 87

Math Benefits 88

Time in Class 90

Research Question Three- Challenges of Video Delivery 91

Internet Accessibility 92

Video Preparation Time 92

Video Comprehension 92

Research Question Four-Recommendations 92

Recommendations to Improve Flipped Learning Video Delivery 93

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 Future Usage of Video Delivery in Flipped Learning 94

VII Teachers Focus Group Four 96

Research Question One- Technologies Supporting Video Delivery 97

Internet and Electronic Devices 97

Technology Outside of School 100

Research Question Two- Benefits of Video Delivery 101

Experiences with the Flipped Learning Instructional Model 101

Engagement Levels 104

Math Benefits 108

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Time in Class 110
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Research Question Three- Challenges of Video Delivery 112

Internet Accessibility 113

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Video Preparation Time 113

Video Comprehension 113

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Research Question Four-Recommendations 115

Recommendations to Improve Flipped Learning Video Delivery 115

Future Usage of Video Delivery in Flipped Learning 119

VIII Administrators Focus Group Five 122

Research Question One- Technologies Supporting Video Delivery 122

Internet and Electronic Devices 122

Technology Outside of School 124

Research Question Two- Benefits of Video Delivery 124

Experiences with the Flipped Learning Instructional Model 125

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 Engagement Levels 126

Math Benefits 128

Time in Class 130

Research Question Three- Challenges of Video Delivery 132

Internet Accessibility 132

Video Preparation Time 132

Video Comprehension 133

Research Question Four-Recommendations 135

Recommendations to Improve Flipped Learning Video Delivery 135

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Future Usage of Video Delivery in Flipped Learning 137

IX Findings and Analysis of Data

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Research Question One- Technologies Supporting Video Delivery 138

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Internet and Electronic Devices Available to All 139

Video Delivery Available to All Outside of School 140

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Research Question Two- Benefits of Video Delivery 141

Availability for Students of Videos Anytime, Anywhere 141

Flipped Model Motivated Student Learning 142

Teachers Motivated by Student Learning 143

Provided Teachers More Quality Attention for Students 143

Administrators Observe Increased Teacher Motivation 144

Student Engagement Levels were Increased 144

Learning Pace of Math Concepts Increased 146

Student Time in Class More Focused 149

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 More Time for Review and Collaborative Learning 149

Research Question Three- Challenges of Video Delivery 150

Few Significant Challenges with Student Internet Accessibility 151

Video Preparation was Time Intensive 151

Few Video Comprehension Challenges 152

Research Question Four- Recommendations 153

Recommendations to Improve Flipped Learning Video Delivery 154

Teachers Need Leadership Support and Professional Development 154

Encouraged Future Usage of Video Delivery in Flipped Learning 155

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Summary 157

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Summary, Conclusion, Implications, and Recommendations 158

Summary of the Study 158

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Overview of the Problem 159

Purpose Statement and Research Questions 159

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Review of Study Design 160

Participants 161

Data Collection and Analysis 161

Summary of Major Findings 162

Conclusions 164

Implications for Practice 166

Teacher Support 166

Professional Development 166

Technology Resources 167

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 Recommendations for Future Research 167

Concluding Remarks 168

References 170

Appendices 182

Appendix A IRB Informed Consent Approval 183

Appendix B Certificate of Protecting Human Research Participants Course 184

Appendix C Guided Protocol Questions 185

Appendix D Parent and Student Subject Consent to Participation

in Research 188

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Appendix E Subject Consent to Participation in Research 189
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Appendix F Letter of Invitation to Participate 191

Biographical Note 192

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 Coufal 1

Chapter I

Introduction to the Study

The introduction of 21st century learning through technology presented

opportunities to increase student engagement and effectiveness, particularly in math and

science, while developing new pathways of instruction (Flumerfelt & Green, 2013). In

fact, Wilmarth (2010) noted that as emerging models of instruction moved towards the

implementation of more technologically interactive lessons, responsible educators

continued to explore how best to engage students . Furthermore, he emphasized the

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changing role of educators required not only investigating what are the most engaging

and effective technology trends, but that it was imperative educators better understand
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how today’s students learn.

One innovative method of utilizing technology to support student engagement has

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been the flipped learning model (Bergmann & Sams, 2012; Hamdan, McKnight &

McKnight, 2013). According to Bergmann and Sams (2012), this method of teaching
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places much of the direct instruction into the hands of students. Rather than listening to

teachers deliver lectures and content in the classroom, students view media content, such

as video recordings created by teachers, outside of the classroom. Thus, the flipped

learning model changes or flips the instructional delivery approach. This model, designed

to be student focused, has allowed more time to construct greater meaning and an in-

depth learning experience in class (Hamdan et al., 2013). This chapter will present the

background, problem statement, a theoretical framework, statement of the purpose and

research questions, rationale/significance of the study, the significance of leadership,

assumptions, and limitations/delimitations, definitions of terms, and summary.

 Coufal 2

Background

Trends in International Math and Science Studies (TIMSS) (2011) reported that

United States ranked ninth among fifty six countries in eighth grade math scores.

Countries that scored higher on the TIMSS math assessment included Korea, Singapore,

Chinese Taipei, Hong Kong-CHN, Japan, the Russian Federation, Canada, Israel, and

Finland (National Center for Education Statistics, 2011). Compared to the previous

administration of the TIMSS eighth grade math assessment in 2007 with the 2011 test

showed no measurable gains among the U.S. average eighth mathematic scores. To add

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to the challenge of teaching students who are behind the international standards,

Goldberger and Bayerl (2008) noted the current high- stakes testing focus has widened
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the performance gap among economically disadvantaged and diverse populations of

students. Chait, Goldware, Housman, and Muller (2007), shared that current math results
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in particular, have presented serious concerns about student abilities, as they progress into

the secondary math courses. These researchers found that the level of complexity and
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steps needed to master concepts have increased in rigor and difficulty. Consequently,

many students have exhibited lower math achievement scores (Chait, Goldware,

Housman, and Muller, 2007).

A potential key to bridging the gap in acquiring the mathematical skills needed

for the 21st century learner was the development of technology based methods instruction

that includes student engagement, collaboration and active learning (Silk, Higashi, Shoop

&, Schunn, 2010). The flipped learning model was designed to personalize learning

while increasing opportunities for more in-depth and individualized engagement with

both the teacher and peers (Hamdan et al., 2013). Student learning through a varied
 Coufal 3

means of active and collaborative activities has shown to improve student attitudes,

critical thinking and levels of engagement (O’Dowd & Aguilar-Roca, 2009). The

relationship between collaborative and active learning for students and the flipped

learning model was founded in the time-shift of direct instruction, allowing in- depth

learning to be actualized in the classroom (Bennet et al., 2012). Driscoll (2012) also

found promising results in his research of flipped learning, emphasizing that shifting

instruction time outside of the classroom offered a new learning environment that

fostered problem solving and critical thinking opportunities in the class.

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Hamden et al., (2013) pointed out that research is still limited, both for

quantitative and qualitative studies in the field of flipped lessons. However there is
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evidence in research that supports key aspects of the flipped learning model, such as

student-centered learning and more opportunities for one-on-one interactions with

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teachers. The flipped model has been considered by some researchers as a pivotal game

changer for not only the role of teachers, but for students as well (Bergmann & Sams,
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2012). The phenomenon of shifting direct instruction into the hands of students while

providing guidance and facilitation by teachers, as well as collaboration with peers has

redefined the framework of education (Gorman, 2013). As researchers search for more

effective ways to help students learn higher levels of mathematics, there is a need to

further explore new paradigms of instruction such as the flipped learning model as one

possible strategy to increase student success (Hamden et al., 2013; Bergmann & Sams,

2012; Gorman, 2013).

 Coufal 4

Problem Statement

As the revolution of modern technology continued to transform society, it

conditioned and restructured the landscape of education, erasing the hallmarks of a

learning institution created one hundred years ago (Bartolini Bussi & Borba, 2010).

These changes availed teachers a plethora of new media devices, software applications,

and unlimited Internet resources that research has shown to be a benefit for student

learning (Cheung & Slavin, 2011); Ertmer & Ottenbreit-Leftwich, 2010; U.S. Department

of Education Office of Educational Technology, 2010). Yet, with all of the technological

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opportunities available to educators there still remained a disparity among teachers

between the proficiency level and practice of technology usage both in and out of the
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classrooms (Ertmer & Ottenbreit-Leftwich, 2010). These limitations of educational

technology usage among teachers suggested that more research is needed to learn about
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technology applications that are easily understood, efficient, effective, and can be adapted

to an individualized learning environment, such as the described flipped learning model.

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Another area of technology usage in education in which research would be

valuable is to find more engaging methods to teach students in mathematics (Bartolini

Bussi & Borba, 2010). In addition to investigating ways that educators could better use

technology in their classrooms, exploring ways to increase student engagement,

particularly in math may be beneficial. The fact that significant learning gaps exist

between low socio-economic and middle class students, particularly in mathematics and

science, presents a need for further research into incorporating technology into

mathematics (Department of Education Office of Educational Technology, 2010). The

research of Epson et al., (2010), indicated that according to the National Assessment of
 Coufal 5

Educational Progress 2006 report only 13% of students described as Black or At-Risk

scored proficient or above in 8th grade math skills. Furthermore, the data noted Hispanic

students have achieved slightly better with 19% performing at proficient or above. In a

more recent report, Nichols, Glass & Berliner, (2012) cited that the latest data from the

National Center for Education Statistics (2011) indicated that all subgroup averages did

not meet the level of proficiency as provided by NAEP. In this same article it stated that

African American students were the lowest performing group in 8th grade math.

While there have been considerable gains in student performance in math

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according to the NAEP report, there is still a significant disparity in the areas of at-risk

and minority students. Epson et al., (2010) determined that with a highly structured
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integration of technology in math, along with effective teacher training and support,

positive results in student achievement are possible. Jim Kaput and fellow researchers
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explored the varied usage of digital technologies in relation to teaching mathematics,

contending that such methods will evolve and improve cognitive processing for students
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(Moreno-Armella, Hegedus, & Kaput, 2008). Bergmann & Sams (2012) articulated that

math classes, in particular, are opening up to higher levels of computational thinking and

inquiry when using the flipped learning model. Given these points, the expansion of

research, based on technology usage in math education is important. Moreover, research

about the flipped learning model and its potential for student engagement, may serve to

add to the dialogue regarding this new model of instruction.

Theoretical Framework

Davis (2013) described the flipped learning model as inverted learning, based on

a constructivist framework that is student centered in which students are the primary
 Coufal 6

agents of their own progress. Students instructed via flipped lessons learn content and

skills outside of the traditional classroom, by viewing recorded lessons of their instructors

or other video resources assigned by their teacher (Finkel, 2012; Hamdan et al, 2013).

Berrett (2012) illustrated that in the classroom; students take what they learned from the

video and apply it in a variety of interactive problem solving tasks. These activities

include collaborating with peers and participating in active learning, enabling them to

construct meaning in their lessons. Furthermore, this type of learning can give students

the opportunity to seek clarification and provide more in- depth discussions with their

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teacher (Finkel, 2012). Because much of the initial instruction time has been allocated as

student independent time, the flipped learning model may free up classroom instruction
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to serve as the application of learning time (Berrett, 2012; Finkel, 2012; Hamdan et al.,

2013).
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Finkel (2012) also pointed out that flipped learning is a method of teaching which

supports students who need reinforced instruction for recollection of knowledge and
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content. He indicated such videos provided students with unlimited viewing of instruction

so that the student can learn at their own pace, and not get left behind as in a traditional

lecture style instruction. Such approaches also help students who are English language

learners (ELL) (Hamdan et al., 2013). In fact, Hamdan et al., (2013) noted that these

students must first process the basic level of understanding before engaging in critical

thinking. Consequentially, ELLs have difficulty completing higher level complex

activities and quicker paced lessons. According to Bergmann and Sams (2012), with

flipped learning, students can fortify their learning through the ability to slow down
 Coufal 7

instruction allowing for the necessary processing time. Thus, the flipped learning

approach may have merit as an instructional approach for ELLs.

In short, Bennet et al. (2012) illustrated that the term flipped learning is best

considered as a means to transfer the responsibility of learning from teachers to students.

They emphasized that when students control both the pace and environment of the

delivery of instruction, the transfer of ownership belongs to the student. Early proponents

of the flipped learning model, Bergmann and Sams (2012), stressed that flipping a

classroom was not meant to be viewed as a silver bullet for all instructional challenges,

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but as an opportunity to increase active student learning while supporting both mastery

and struggling learners. IE

Statement of the Purpose and Research Questions

The purpose of this qualitative phenomenological bounded case study was to

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explore the perceptions of eighth grade math students, their teachers, and their

administrators regarding the use of video delivery to support engagement in a flipped

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learning instructional model. This research explored the phenomenon of individuals who

had lived experiences participating in flipped classes to observe and elicit impressions

and consensus about their experiences. Through the use of open ended interview

questions directed towards teachers, administrators and students the following questions

guided this study.

1. What technologies support video delivery to engage students in a flipped

learning instructional model?

2. What are the benefits to using video delivery to support student engagement in

an eighth grade math flipped learning instructional model?

 Coufal 8

3. What are the challenges of using video delivery to support student

engagement in an eighth grade math flipped learning instructional model?

4. What are the recommendations for using video delivery to support student

engagement in an eighth grade math flipped learning instructional model?

Rationale and Significance of the Study

As technology continues to influence the way students learn and how educators

teach, such fundamental changes solicit a need to inquire from students and educators

their opinions about the shift from a traditional instruction environment to one

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encompassing interactive, technology driven learning activities ( Speak Up National

Research Project & K-12, 2013; Flipped Learning Network, 2012) . Moreover, the Speak
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Up National Research Project (2013) and the Flipped Learning Network (2012)

recognized that in order for technology usage within education to be effective it was vital
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that the primary stakeholders of this process, such as, students and educators, have an

influential role in providing critical feedback to the developers of this shift in strategic
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instruction. Because the flipped learning model changed the paradigm of the traditional

framework of instruction, there is value in learning from teachers and students how this

use of technology has influenced the process of learning. In addition, a recent report from

the National Survey of Science and Mathematics Education (2013) indicated the role of

teachers providing input regarding student instruction is vital because they are the best

sources to understand their students’ needs.

The Significance of Leadership

Most transformative measures to improve education are led by what, Fullan

(2007) described as administrators who are the primary influencers for innovative