You are here:

Flipped Instruction with English Language Learners at a Newcomer High School
article

, School of Education, Nevada State College, United States ; , Global High School, United States

Journal of Online Learning Research Volume 3, Number 2, ISSN 2374-1473 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to ELLs enrolled in the same course who received traditional instruction, and investigated ELLs’ perceptions of flipped instruction. Findings indicate students enrolled in the flipped course enjoyed the course structure more than a traditional classroom and performed slightly higher than ELLs who received traditional instruction. However, there was no statistical significant mean difference in the academic performance from students enrolled in algebra with flipped instruction compared to students enrolled in the same course with no flipped instruction.

Citation

Graziano, K.J. & Hall, J.D. (2017). Flipped Instruction with English Language Learners at a Newcomer High School. Journal of Online Learning Research, 3(2), 175-196. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 27, 2019 from .

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References