| Summary: | 碩士 === 國立臺北教育大學 === 教育經營與管理學系 === 106 === The purpose of this research aims to study the role of parental support on flipped classroom by using semi-structured interviews. With the view of an elementary teacher, this research digs into elementary school teachers’ expectations for parents, the status quo of parental support, and the difficulties and strengths of acquiring parental support in the process of implementing flipped classroom. By conducting qualitative interviews, observation and document analysis, the researcher dig into the issue to benefit teachers and other administrations that would like to adopt the flipped classroom model. The result can be kept for their future reference. According to data analysis, the researcher discovers that parental support in flipped classroom is still in the initial stage since most parents only provide children with equipment or simply accompany children while doing their own things. There are few parents who can be fully involved in children’s learning process.
By the suggestions of both literature review and research results, parents play an important role in the process of flipped classroom. Even though parents’ involvement can make children learn better, the interviewers realize that parents are very busy. Therefore, teachers’ expectations for parents are not high, and they would not look for assistance from parents.
According to interview results, most parents accept the approach of flipped classroom, whip can be divided into “no opinions”, “not offensive”, “supportive”. On the whole, most parents do not go against flipped classroom. For the few who go against, there are mainly three concerns: children’s visual damage, children’s self-control in computer learning, and the effectiveness of flipped classroom model. Furthermore, parents care about the effectiveness of children’s learning more than what education approaches teachers choose to adopt.
The few parents who disapprove flipped learning do not affect teachers’ willingness to implement flipped classroom model as teachers have alternatives or other plans to adjust the situation. Nonetheless, parents’ positive feedback is one of the building blocks of flipped classroom success, whether it be the improvement of children’s academic performances, the enhancement of critical thinking skill, personal growth, or positive affirmations for teaching. All of the above comments are the moving forces for teachers to keep implementing the flipped classroom model.
Keywords: flipped classroom, parental support, parental role
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