Diversity and Inclusion in Innovation, Teaching, and Learning

 Article 2: A Critical Review of Flipped Classroom Challenges in K-12 Education – Chung Kwan Lo & Khe Foon Hew (2017)

This journal article is a critical discussion on the use of the flipped classroom model in K-12 learning. The authors analyze the student achievement, attitudes and challenges by conducting a review of fifteen studies. Although results indicate the neutral to positive effects on achievements, student attitudes were not consistent (Lo and Hew, 2017). The article singles out three types of challenges: student- related (including, lack of preparation), faculty- related (including, workload), and operational (including, access to technology). To deal with these barriers, the authors present a simple model of a flipped classroom and ten principles.

This article is relevant to my perspective of innovation as purposeful and contemplative change. Flipped classroom is commonly introduced as a new approach, yet, as Lo and Hew demonstrate, the innovation should be subject to critical consideration. The use of technology does not necessarily lead to better learning; it requires planning, scaffolding, and equity (Lo & Hew, 2017). Their pointing out of operational barriers, especially access to technology, is what makes me remember that innovation should look at the questions of inclusion and equity.

This review informs me to take time to consider adopting new instructional models in my professional practice. In the event of a flipped approach, I would have to make sure that students have access to resources that can be trusted, as well as know how to prepare before classes (Lo & Hew, 2017). Another support that I would use is the structured in-class support to assist students that do not cope with independent learning. The article supports the idea that innovation needs to be evaluated and adjusted continuously.

Questions for the Author

What do you think should be done to adapt flipped classroom models to students who do not have access to technology at home on a regular basis? What are the long-term statistics of the sustainability of flipped classrooms in K-12 contexts?

Lo, C. C., & Hew, K. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research & Practice in Technology Enhanced Learning, 12(1), 1-22. doi:10.1186/s41039-016-0044-2

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