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Flipped learning and parent engagement in secondary schools: A South Australian case study

Bond, M; (2019) Flipped learning and parent engagement in secondary schools: A South Australian case study. British Journal of Educational Technology , 50 (3) pp. 1294-1319. 10.1111/bjet.12765. Green open access

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Abstract

Parent involvement in and engagement with children’s learning has been shown to strongly influence student achievement, engagement, motivation and school completion. However, parent involvement decreases once students reach middle school, as subject content gets harder, the number of teachers increases, and students are less likely to share their homework and learning with parents. To this end, the flipped learning (FL) approach has received growing attention, with evidence of improved higher order thinking and collaborative skills and increased transparency for parents. This paper explores school leader, parent, student and teacher perceptions of the FL approach, through the lens of a 1‐year case study of two rural South Australian schools, in order to uncover how the approach affects parent engagement. Findings reveal that, whilst stakeholders feel that the flipped approach is beneficial for absent students, to reinforce content and increase student responsibility, it has not yet improved transparency for parents, with a disconnect between what schools think parents know and are engaging in, and the actual level of parent engagement in student learning. Recommendations for schools implementing the FL approach are provided against a bioecological model, adapted for this study.

Type: Article
Title: Flipped learning and parent engagement in secondary schools: A South Australian case study
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/bjet.12765
Publisher version: https://doi.org/10.1111/bjet.12765
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10095689
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