Flipping Learning Internationally in a Post Pandemic Era (FLIPP)

The COVID-19 pandemic has led to a global shift to remote learning (Playfoot, 2021), and the use of flipped learning (FL) has increased accordingly (Torres Martín et al., 2021). The FL is an educational approach that moves traditional classroom instruction from a group setting to individual learning spaces. In this method, educators transform traditional group settings into engaging, interactive environments where they creatively guide students (FL Network, 2014). The FL utilizes class time for practical inquiry activities, enabling students to independently explore the course material. This approach reserves classroom time for discussions, lab work, and collaborative group tasks (Bergmann & Sams, 2008). The FL promotes student engagement, enhances understanding, facilitates effective technology use, and encourages collaborative learning among students. However, reports indicated that teachers felt unprepared to effectively implement flipped learning due to a lack of necessary technology skills (Lo, 2023) and lack of necessary materials (Chen, 2016). This project aimed to address teachers' requirements for flipped learning resources and develop their understanding of flipped learning.

The primary goal of the project is to improve student learning in secondary education through the implementation of flipped teaching activities, which foster coherence within the curriculum, learning activities, student engagement, and teaching methods. Additionally, the project aims to train teachers, develop lesson tools, and effectively implement these tools. There were eight main objectives to accomplish. 1.Developing a digital learning platform (DLP) that includes online courses on FL sample lesson plans, and interactive networks for teachers to share and discuss their lesson plans. 2.Conducting a pilot study of the DLP with four teachers in each partner country. 3.Developing 120 tools by the trained teachers to be used in flipped classrooms (lesson plans, activity sheets, etc.) and classroom observation forms. 4.Employing 120 tools in classrooms across each partner country and offering feedback on their implementation. 5.Setting up a network of 50 teachers. 6.Organizing an international conference on flipped learning with 100 participants. 7.Creating a short film about the project and aiming to reach 1,000 views on Youtube. 8.Creating five newsletters and distributing them to the projects’ school network other stakeholders.

WP1: Three social media platforms (YouTube, Instagram, LinkedIn) were established. Five transnational and 12 online meetings were held. A monitoring system was created with a log frame matrix. WP2: The Digital Learning Platform (DLP) was developed with 460 minutes covering flipped learning aspects. Two pilot studies were conducted with trained teachers from each country. A workshop on digital learning was shared, and a newspaper was translated into five languages. A eTwinning page was created. WP3: Four quality assurance tools and three guides (school, parents, students) were prepared and translated. A total of 120 tools (lesson plans) were developed (24 from each country) and feedback was collected. Quantitative data were gathered via surveys, and qualitative data from interviews. A short project video was shared on YouTube. WP4: An international conference on digital transformation in education was held with 115 participants. The EU teacher network was established with 50 teachers. Five social media posts and five news stories were published.

The project has several concrete outputs. To begin with, the website of the project was created The team recorded and uploaded 460 minutes of flipped learning course content to the website. Teachers also developed and implemented 120 tools for lessons on several subjects (chemistry, literature, biology, etc). Three guides for schools, families, and students were created and shared on the website. Additionally, a teacher network was established to encourage teachers to share their lesson plans, provide feedback, and collaborate with each other. Furthermore, the international conference was held with 115 participants with in-person and online sessions. The abstract book and full textbook were prepared and shared through the website. The YouTube channel was opened, and the short film of the project reached more than 1,300 people, expanding the project's reach. For the quantitative research part of the project, a survey was developed and implemented with approximately 200 students. For the qualitative research, interview questions were developed and conducted with teachers, school principals, and families to gather insights and perspectives. The results of the research were presented in International Conference.