عنوان

Saudi Arabian High School Teachers' Understanding and Implementation of Flipped Learning

Number

TL51812

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Saudi Arabian High School Teachers' Understanding and Implementation of Flipped Learning

General Material Designation

[Thesis]

First Statement of Responsibility

Alzahrani , Saeed M.

Name of Publisher, Distributor, etc.

The University of Toledo

Date of Publication, Distribution, etc.

2019

Text of Note

193 p.

Dissertation or thesis details and type of degree

Ph.D.

Body granting the degree

The University of Toledo

Text preceding or following the note

2019

Text of Note

Saudi Arabia has prioritized providing its students and educators with new technology and effective learning methods. Technology use in and out of the classroom has increased over the past 20 years. In both K-12 and collegiate education, classrooms around the world have begun to adopt methods of blended learning such as flipped learning. In this context, flipped learning has been proposed as a blended learning method with the ability to better engage and motivate students, increase academic achievement, and allow students to reach higher levels of learning. Many studies have focused on how flipped learning has been implemented in classrooms in the United States and the United Kingdom. Despite the Saudi government's promotion of blended learning techniques like flipped learning, few data exist as to whether Saudi educators are implementing them. In order to address this gap in knowledge, this mixed methods study investigates Saudi Arabian high school educators' understanding and implementation of flipped learning. In the first, quantitative phase of the study, questionnaires were distributed to a purposive sample of Saudi high school teachers. The questionnaire asked teacher participants general questions about themselves and flipped classroom methods. The second, qualitative two phases employed semi-structure interviews to gain further insight into teachers' methodology and implementation of flipped learning. The semi-structured interviews were qualitative in nature and consisted of open-ended questions. The study's findings indicate that flipped learning is not being adequately taught to teachers in Saudi Arabia. Not only do most teachers not know about flipped learning or the flipped learning pillars, but there is also a low rate of implementation. Teachers who are implementing flipped learning in Saudi Arabia are not receiving the funding, technological services, materials, or educational resources they need. It is recommended that schools consider providing teachers with the support they need to implement the flipped learning method. Pre-service teaching programs, professional development programs, and self-study methods that promote understanding of flipped learning should be revised, formatted, and made readily available to teachers.

Subject Term

Curriculum development

Subject Term

Education policy

Subject Term

Educational psychology

Subject Term

Educational technology

Subject Term

Instructional design

Subject Term

Middle Eastern studies

Subject Term

Pedagogy

Subject Term

Secondary education

Subject Term

Teacher education

Alzahrani , Saeed M.

The University of Toledo

Electronic name

p

[Thesis]

276903

a

Y