THE IMPACT OF FLIPPED CLASSROOMS ON ENHANCING STUDENT LEARNING AS PERCEIVED BY MISSOURI CAREER AND TECHNICAL EDUCATION DIRECTORS
Holder, Mitchell A.
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Many Missouri career and technical education (CTE) centers are based regionally, causing students to lose instructional time because of their commute, due to school scheduling conflicts, and weather conflicts. It was proposed the flipped classroom model could impact instructional time. However, no data were located addressing CTE center directors’ perceptions on implementing the flipped classroom model. Through descriptive survey research, twenty-eight of the 57 CTE center directors (49.1%) responded over a three-week period. Results indicated directors believed the flipped classroom model was a solution to address lost instructional time, (67.86%) and the flipped classroom model was a solution for their school to enhance skill-based learning (82.14%). Additional findings included a majority of directors believed their faculty had the requisite technological skills to flip their classrooms, and the directors could play a role in their faculty’s professional development needs. Four conclusions, five recommendations, and 29 references are provided.