TEACHER EXPECTATIONS AND LEARNERS’ LEARNER CONTROL PERFORMANCE IN FLIPPED LEARNING ONLINE SESSION: A CASE STUDY

This study investigated the influence of teacher expectations of high-and low-expectancy leaners’ learner control performance in the flipped learning online session. Interviews and observations were conducted with 14 elementary learners (age 9) and four teachers from a Malaysian elementary school. T...

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Bibliographic Details
Published in:Journal of Educators Online
Main Author: Leow M.H.
Format: Article
Language:English
Published: Grand Canyon University 2024
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85206256077&doi=10.9743%2fJEO.2024.21.4.8&partnerID=40&md5=f2ede0136c62a1c3de86d5c9aa8db99a
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Summary:This study investigated the influence of teacher expectations of high-and low-expectancy leaners’ learner control performance in the flipped learning online session. Interviews and observations were conducted with 14 elementary learners (age 9) and four teachers from a Malaysian elementary school. Thematic analysis was used to interpret codes, generate categories, and construct themes from the data. The findings revealed that some teacher expectations narrowed the gap between the desired and actual learner control performances of various learners and some teacher expectations unintentionally widen the gap. This study suggests a reassessment of teacher expectations is needed to adjust the postpandemic flipped learning practices. © 2024, Grand Canyon University. All rights reserved.
ISSN:1547500X
DOI:10.9743/JEO.2024.21.4.8