Abstract
The flipped classroom provides students with the opportunity to learn independently through interactive activities while also utilizing class time efficiently. For these benefits to be seen in the classroom, it is the instructor’s responsibility to implement this class structure. However, , due to curriculum requirements, the problem is often the required time to execute student-centered activities. The flipped classroom offers an instructional method to implement independent learning while still meeting curriculum requirements. The purpose of the qualitative exploratory multiple embedded case study was to understand high school teachers’ and administrators’ perspectives on the flipped classroom model of instruction. Participants provided insight regarding how the flipped classroom model may be used in the classroom and the barriers that may have existed to limit a teacher’s use of the instructional model. Six teachers and two administrators from within a suburban school district in Connecticut participated in semi-structured interviews in order to give their perceptions of the flipped classroom instructional model. Based on participating teachers’ responses to the interview questions in this study, the researcher of this study concluded the flipped classroom offered instructors benefits in the classroom. The flipped classroom provides an efficient method of content instruction for teachers and also provides the opportunity for students to have hands-on experience with the material. The flipped classroom takes lecture content and adds in student interactions through increased exposure and practice with problem-solving activities. Teachers are considering this model, and findings from the interview responses revealed administrator support due to the effectiveness of the flipped classroom for student learning. A recommendation going forward would include student perspectives on the use of the flipped classroom.