Toward a Flipped Classroom Instructional Model for History education: A Call for Research

Abstract—Some students are disengaged in learning History because of heavy workload of reading and writing requirement. Recently a few teachers have attempted to use flipped classroom (or inverted classroom) in their History classes to engage their students. The purpose of this paper is to identify some good practices in the existing literature of flipping the History classroom. However, there is hitherto a scarcity of research on flipped classroom in the contexts of History education, in which only five journal publications could be found. While researchers gave descriptions of their out-of-class and in-class learning activities, most of their flipped classrooms were not grounded in an established framework of instructional design. Based on the voices of the History teachers and students as well as the existing literature, I suggest using the 5E instructional model to guide the design of History flipped classroom. While this paper lays the groundwork for developing a 5E flipped classroom model, more empirical studies are needed to investigate the efficacy and challenges of this instructional design.

Index Terms—5E instructional model, flipped classroom, History education, review of research.

C. K. Lo is with The University of Hong Kong, Pokfulam, Hong Kong (e-mail: cklohku@ hku.hk).

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Cite: Chung Kwan Lo, "Toward a Flipped Classroom Instructional Model for History education: A Call for Research," International Journal of Culture and History vol. 3, no. 1, pp. 36-43, 2017.