Teachers’ Experiences of the Potential of Flipped Classrooms: A Research Study of Dance Movements Including Students with Different Educational Needs

Balli Lelinge

doi:https://doi.org/10.29329/ijpe.2023.615.5

Original article | International Journal of Progressive Education 2023, Vol. 19(6) 66-82

Teachers’ Experiences of the Potential of Flipped Classrooms: A Research Study of Dance Movements Including Students with Different Educational Needs

Balli Lelinge

pp. 66 - 82 | DOI: https://doi.org/10.29329/ijpe.2023.615.5 | Manu. Number: MANU-2302-27-0002

Published online: December 12, 2023 | Number of Views: 210 | Number of Download: 472

Save PDF

Abstract

The pedagogical approach in the flipped classroom (FC) reverses traditional in-class lectures by delivering content instructions outside the classroom followed by practice as homework. Although several studies develop the FC model in science, technology, engineering, mathematics (STEM), and Higher Education or High School, few educational studies for inclusive education at primary school levels are conducted. From a teachers’ perspective, this small-scale research project explored the potential of the FC approach in one Swedish primary school (n=25), including ten students with different educational needs. This study aims to investigate how FC contributes to students’ ability to discern and perform choreographed dance movements to music in Physical Education and Health (PEH) according to the teachers’ views. The data collection contained teachers’ PowerPoint presentations of two dance lessons for colleagues, pre-and post-meeting, and three delayed post-interviews with four teachers. Descriptive and content analysis methods were used to analyse the data. The results provide evidence for a potential advantage that the FC supports a general structure of inclusive education. However, there is a risk that students with different educational needs spend moretime out of school hours to reach the same level as other students, which requires further investigation.

Keywords: Flipped Classroom, Inclusive Learning, Teachers’ Perspectives, Primary School Level

How to Cite this Article?

APA 6th edition
Lelinge, B. (2023). Teachers’ Experiences of the Potential of Flipped Classrooms: A Research Study of Dance Movements Including Students with Different Educational Needs . International Journal of Progressive Education, 19(6), 66-82. doi: 10.29329/ijpe.2023.615.5

Harvard
Lelinge, B. (2023). Teachers’ Experiences of the Potential of Flipped Classrooms: A Research Study of Dance Movements Including Students with Different Educational Needs . International Journal of Progressive Education, 19(6), pp. 66-82.

Chicago 16th edition
Lelinge, Balli (2023). "Teachers’ Experiences of the Potential of Flipped Classrooms: A Research Study of Dance Movements Including Students with Different Educational Needs ". International Journal of Progressive Education 19 (6):66-82. doi:10.29329/ijpe.2023.615.5.

References

Abdul Kader, H. B. (2020). Teacher perception on the potential of flipped classroom pedagogical practice in enhancing classroom interactions in Singapore primary classrooms. Learning: Research and Practice, 6(2), 137–149. [Google Scholar]
Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 342–358. https://doi.org/10.1111/1467-8578.12177 [Google Scholar] [Crossref]
Arslan, A. (2020). A systematic review on flipped learning in teaching English as a foreign or second language. Journal of Language and Linguistic Studies, 16(2), 775-797. [Google Scholar]
Brewer, R., & Movahedazarhouligh, S. (2019). Flipped learning in flipped classrooms: A new pathway to prepare future special educators. Journal of Digital Learning in Teacher Education, 35(3), 128–143. DOI: 10.1080/21532974.2019.1619110 [Google Scholar]
Butt, A. (2014). Student views on the use of a flipped classroom approach: evidence från Australia. Business Education & Accreditation, 6(1), 33–44. [Google Scholar]
Castleberry, A., & Nolen, A. (2018). Thematic analysis of qualitative research data: Is it as easy as it sounds? Currents in Pharmacy Teaching and Learning, 10(6), 807–815.https://doi.org/10.1016/j.cptl.2018.03.019 [Google Scholar] [Crossref]
Christersson, C. (2019). Forska tillsammans – samverkan för lärande och förbättring. SOU 2018:19. Norstedts Juridiks kundservice. [Google Scholar]
Creswell, J.W., & Creswell, J.D. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth edition). Thousand Oaks: SAGE Publications. [Google Scholar]
DeLozier, S. J., & Rhodes, M. G. (2017). Flipped classrooms: A review of key ideas and recommendations for practice. Educational Psychology Review, 29(1), 141–151. https://doi.org/10.1007/s10648-015-9356-9 [Google Scholar] [Crossref]
Herreid, C., & Schiller, N.A. 2013. Case studies and flipped classroom. Journal of College Science Teaching, 42(5), 62–66. [Google Scholar]
Holmqvist Olander, M. (2015). Quality indicators for improvement science by teachers as researchers. In D. Garbett, A. Owens (Eds.), Teaching for tomorrow today. Edify Ltd, 285–293. [Google Scholar]
Hultén, M., & Larsson, B. (2018). The flipped classroom: primary and secondary teachers’ views on an educational movement in schools in Sweden today. Scandinavian Journal of Educational Research, 62(3), 433–443. https://doi.org/10.1080/00313831.2016.1258662 [Google Scholar] [Crossref]
Langley, G. J., Moen, R. D., Nolan, K. M., Nolan, T. W., Norman, C. L., & Provost, L. P. 2009. The Improvement Guide: A Practical Approach to Enhancing Organizational Performance. CA: Wiley. [Google Scholar]
Larcara, M. (2015). Benefits of the flipped classroom model. In Curriculum design and classroom management: Concepts, methodologies, tools, and applications. In: Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications (pp. 93-105). DOI: 10.4018/978-1-4666-8246-7 [Google Scholar]
Larsen, A-K. (2017). Metod helt enkelt. En introduktion till samhällsvetenskaplig metod. [Method quite simply. An introduction to the social science method]. Gleerups. [Google Scholar]
Lelinge, B. (2022). Collaborative professional development för content inclusive education. Practice-based development classroom research. Malmö Studies in Educational Sciences No. 100. Doctoral Dissertation Series. [Google Scholar]
Lelinge, B., & Alwall, J. (2022). School improvement and teachers’ collaborative professional development for inclusive education: A Swedish case. International Journal of Whole Schooling, 18(2), 28–54. [Google Scholar]
Lewis, C. (2015). What is Improvement Science? Do we need it in education? Educational Researcher, 44(1), 54–61. [Google Scholar]
Lewis, C., & Hurd, J. (2011). Lesson study step by step: How teacher learning communities improve instruction. NH: Heinneman. [Google Scholar]
Lin, Y-N., Hsia, L-H., Sung, M-Y., & Hwang, G-H. (2018). Effects of integrating mobile technology-assisted peer assessment into flipped learning on students’ dance skills and self-efficacy. Interactive Learning Environments, 27(8), 995–1010. https://doi.org/10.1080/10494820.2018.1461115 [Google Scholar] [Crossref]
Lo, C. K., & Hew, K. F. (2017). A critical review of flipped classroom challenges in K–12 education: Possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1–22, https://doi.org/10.1186/s41039-016-0044-2 [Google Scholar] [Crossref]
Lucznik, K., May, J., & Redding, E. (2020). A qualitative investigation of flow experience in group creativity. Research in Dance Education, 22(2),1–20. https://doi.org/10.1080/14647893.2020.1746259 [Google Scholar] [Crossref]
Lundvall, S., & Meckbach, J. (2007). Tid för dans. [Time for dance.] In H. Larsson and J. Meckbach (Eds.). Idrottsdidaktiska utmaningar, 103–119. [Sports didactic challenges.] Liber. [Google Scholar]
Mattsson, T. (2016). Expressiva dansuppdrag. Utmanande läruppgifter i ämnet idrott och hälsa. [Expressive dance assignments. Challenging learning tasks in the subject of sports and health.] Bokförlaget idrottsforum.org. [Google Scholar]
Needham-Beck, S. C., & Aujla, I. J. (2021). Development of a performance evaluation tool to track progress in an inclusive dance syllabus. Research in Dance Education, 22(2), 1–9. https://doi.org/10.1080/14647893.1746256 [Google Scholar] [Crossref]
Osguthorpe, R. T., & Graham, R. G. (2003). Blended learning environments: Definitions and Directions. Distance Education, 4(3), 227–233. [Google Scholar]
Pelger, S., & Ljungqvist, M. (2018). Blended learning för utveckling av lärarkompetens. [Blended learning for the development of teacher competence.] Lund: Lunds universitet. Naturvetenskapliga fakulteten. [Google Scholar]
Sams, A., & Bergmann, J. (2013). Flip your pupils’ learning. Education Leadership, 70(6), 16–20. [Google Scholar]
Silverman, D. (2011). Interpreting Qualitative Data: A Guide to the Principles of Qualitative Research. Fourth edition. Fagbokforlaget. [Google Scholar]
Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 1–22. [Google Scholar]
Swedish National Agency for Education. (2018). Curriculum for the Compulsory School, Preschool Class and School-Age Educare. 2011 Revised 2018. Norstedts Juridik kundservice. [Google Scholar]
Swedish Research Council. (2017). God forskningssed. [Good Research Practice]. Swedish Research Council. [Google Scholar]
Van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 1–18. [Google Scholar]

Volume 19 Issue 6

December 2023

All Articles