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Saeed Dissertation May 13 2019.pdf (2.17 MB)

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

Alzahrani , Saeed Mohammed
http://rave.ohiolink.edu/etdc/view?acc_num=toledo156345423204408

Abstract Details

2019, Doctor of Philosophy, University of Toledo, Curriculum and Instruction: Secondary Education.
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.
Mark Templin (Committee Chair)
Leigh Chiarelott (Committee Member)
Susanna Hapgood (Committee Member)
Gaby Semaan (Committee Member)
192 p.
Secondary Education
Understanding, Implementation, Blended Learning, Flipped Learning or Inverted Learning,

Recommended Citations

Citations

  • Alzahrani , S. M. (2019). Saudi Arabian High School Teachers’ Understanding and Implementation of Flipped Learning [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo156345423204408

    APA Style (7th edition)

  • Alzahrani , Saeed . Saudi Arabian High School Teachers’ Understanding and Implementation of Flipped Learning . 2019. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo156345423204408.

    MLA Style (8th edition)

  • Alzahrani , Saeed . "Saudi Arabian High School Teachers’ Understanding and Implementation of Flipped Learning ." Doctoral dissertation, University of Toledo, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo156345423204408

    Chicago Manual of Style (17th edition)

toledo156345423204408
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© 2019, all rights reserved.
This open access ETD is published by University of Toledo and OhioLINK.