The flipped classroom is a teaching method where students access instructional materials outside of class through teacher-made videos or readings so that time spent in-class with the instructor can focus on collaboration and student-driven practice. This instructional practice has gained popularity worldwide at the secondary and post-secondary level because of its perceived benefits for students. Such benefits include higher test scores and proficiency, more frequent interactions between teachers and students, increased content knowledge and application, and improved motivation and attitude towards a course. Although worthwhile, much of the research lacks details of teacher perspectives on the method and its use in secondary, world-language classes, specifically in the state of Utah. This study analyzed the responses of 33 world-language teachers in the state of Utah to questions about their training on the flipped method, their use of it in the classroom, and their views on the advantages and disadvantages of the technique. The purpose of this study was to understand how world-language teachers in the state of Utah are using the flipped method and to identify the advantages and disadvantages of the method from a world-language teacher's perspective. The key data source for this qualitative study was a 22-question electronic survey. The results of this study indicate that although there is a moderately high rate of training for teachers on the flipped method, there is a low rate of implementation among the world-language teachers. In addition, teachers responded that their top three advantages of the flipped method include allowing more one-one-one time between teacher and student, allowing for self-paced learning of students, and proving a more in-depth study of course material. Participants also acknowledged the top challenges to the flipped method to be an increased workload outside of class for both teachers and students, students being less-able to complete in-class activities without proper preparation and a lack of student motivation. Possible areas of future research are recommended.
College and Department
Humanities; Spanish and Portuguese
BYU ScholarsArchive Citation
Hoppes, Sarah Victoria, "A Qualitative Investigation of the Implementation of the Flipped ClassroomÂ in Secondary World Language Classes in the State of Utah" (2021). Theses and Dissertations. 9219.
flipped classroom, inverted classroom, hybrid teaching, online teaching, world language teaching, secondary education, Utah