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- Vol 7 RE: Chapter 8, App D
flipped learningstudent engagementsecondary mathematicspre-class resourcesself-determination theorycollaborative problem solvinglearning scaffoldsdesign-based researchJournal article Evidence summaryAt a glance
Lo and Hew use a two-year design-based research process to develop principles for sustaining engagement in flipped secondary mathematics. Their sequence included exploratory studies with different student groups, randomized experiments comparing pre-class materials and questions, a literature review, an action-research implementation, and a year-long quasi-experiment.
Key ideas
The resulting approach combines concise, accessible pre-class learning resources with accountability and support, while reserving classroom time for teacher help, peer interaction, and increasingly challenging problem solving. Self-determination theory informs attention to autonomy, competence, and relatedness. The studies show that flipping content delivery does not automatically engage learners: students may fail to prepare, struggle to understand videos independently, or experience in-class tasks as poorly matched to their needs. Design therefore requires scaffolds for preparation, opportunities to check understanding, meaningful collaborative work, differentiation, and iterative adjustment based on student evidence.
Why it matters
The authors frame their contribution as context-sensitive design principles rather than a universal recipe. Effective flipped learning depends on coordinating the pre-class and classroom phases so that each creates a clear reason and adequate preparation for the other.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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