Design-based research on teacher facilitation in a pedagogic integration of flipped learning and social enquiry learning

Morris Siu-Yung JONG, Gaowei CHEN, Vincent TAM, Ming Tak HUE, Mengyuan CHEN

Research output: Contribution to journalArticlespeer-review

Abstract

This design-based research (DBR) project aimed to develop apt in-class and out-of-class teacher facilitation strategies to be employed in a pedagogic integration of flipped learning and social enquiry learning, viz., FIBER (Flipped Issue-Based Enquiry Ride), with respect to upper-, average-, and lower-academic classrooms. The research was conducted in the formal learning and teaching context of senior secondary social humanities education in Hong Kong, involving nine teachers (from nine different schools at three different academic bands) and their Secondary-5 (Grade-11) classes (with a total of 610 students) in two consecutive school years. Apart from delineating the evidence-based teacher facilitation practices that we designed, enacted and evaluated in the DBR process, this paper also discusses the principles that we derived in accordance with these practices. The present work provides both researchers and educators with new insights into developing adequate teacher facilitation strategies when adopting flipped learning in social humanities education and upon different formal schooling settings. Copyright © 2022 by the authors.
Original languageEnglish
Article number996
JournalSustainability
Volume14
Issue number2
DOIs
Publication statusPublished - 02 Jan 2022

Citation

Jong, M. S.-Y., Chen, G., Tam, V., Hue, M.-T., & Chen, M. (2022). Design-based research on teacher facilitation in a pedagogic integration of flipped learning and social enquiry learning. Sustainability, 14(2). Retrieved from https://doi.org/10.3390/su14020996

Keywords

  • Flipped learning
  • Social enquiry learning
  • Teacher facilitation
  • FIBER
  • Social humanities education
  • Design-based research

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