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In an action research study, the authors synthesize reflections on how three inquiry-based learning designs support teaching, learning, and assessment: guided collaborative discussion, tabletop white boarding, and augmented reality auras. Teaching effectiveness principles frame benefits and challenges, showing that collaborative learning, group work, and accessibility strengthen inquiry-based learning, with educator recommendations and future research directions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-designs-using-flipped-classroom-instruction/597635/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-designs-using-flipped-classroom-instruction/597635.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the core idea of the flipped classroom model described in the text?","Question",{"text":112,"@type":113},"It uses technology-enhanced instruction outside class time so that class time can focus on actively engaging students in inquiry-based learning. This approach aims to maximize learning and engagement during in-class activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which three inquiry-based learning designs are examined in the action research study?",{"text":117,"@type":113},"The study examines (1) guided collaborative discussion, (2) tabletop white boarding, and (3) development of augmented reality auras. These designs are used to support teaching, learning, and assessment.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the text suggest for inquiry-based learning in flipped classroom settings?",{"text":121,"@type":113},"The findings indicate flipped classroom models that emphasize collaborative learning, group work, and accessibility can enable and support inquiry-based learning. 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Mazur, Calgary Board of Education Barbara Brown, University of Calgary Michele Jacobsen, University of Calgary  \nAbstract  \nThe flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part ofan action research study, the authors synthesize reflections about how the flipped classroom model can support teaching, learning and assessment through the implementation of three inquiry-based learning designs: (1) guided collaborative discussion,(2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas.  \nRésumé  \nLa classe inversée est un modèle pédagogique qui met à profit l’apprentissage hors des heures en classe et qui est rehaussé par la technologie pour maximiser l’engagement et l’apprentissage des apprenants en classe. Dans le cadre de cette étude de recherche-action, les auteurs résument les réflexions sur la façon dont le modèle de la classe inversée peut appuyer l’enseignement, l’apprentissage et l’évaluation par la mise en œuvre de trois conceptions d’apprentissage par investigation : 1) discussion collaborative guidée, 2) tableau blanc de table et 3) développement d’auras en réalité augmentée. Les principes d’enseignement de l’efficacité sont utilisés comme optique guidant la réflexion sur les avantages et les défis de chacune des conceptionsd’apprentissage. Les conclusions suggèrent que les modèles de classes inversées qui mettentl’accent sur l’apprentissage collaboratif, le travail en groupe et l’accessibilité peuvent permettreet appuyer l’apprentissage par investigation. Des recommandations sont fournies pour les éducateurs qui s’intéressent à la conception pédagogique à l’aide d’un modèle de classe inversée, ainsi que des suggestions pour la recherche-action future.  \nIntroduction  \nContemporary uses of technology are said to allow for “innovative approaches to teaching and learning that improve the quality of students’ learning experiences while increasing student choice”(Alberta Government, 2013b, p. 14) . The concept ofthe flipped classroom, an emerging term in the literature, is one such innovative approach to teaching and learning (Baker, 2000; Bergmann & Sams, 2008, 2012; Prober & Heath, 2012; Toto & Nguyen, 2009; Young, Hughes, Inzko, Oberdick, & Smail, 2011; Zappe, Leicht, Messner, Litzinger, & Lee, 2009) . This approach is also referred to as inverted classroom (Gannod, 2007; Gannod, Burge, & Helmick, 2008; Lage, Platt, & Treglia, 2000) and generally categorized in literature as video-based lectures (Foertsch, Moses, Strikwerda & Litzkow, 2002; Kellog, 2009; Seery, 2010). Fostering the power of emergent technologies to improve pedagogy, flipped classroom instruction provides students with traditional lecture materials in an alternative format outside of the classroom enabling class time to be used to actively engage students in inquiry-based learning (Bergmann & Sams, 2008; FLN, 2014; Ullman, 2013) .  \nInquiry is a process of exploring and learning in the world guided by a passion to understand and continually learn (Aulls & Shore, 2008; Shore, Birlean, Walker, Ritchie, LaBanca, & Aulls, 2009). Friesen (2013) describes inquiry-based learning as “the processes of posing questions, problems or issues, gathering information, thinking creatively abo","cbCaicjAwQN3us1o","https://ap.wps.com/l/cbCaicjAwQN3us1o","pdf",777233,26,"English","# Abstract\n# Introduction\n## Flipped classroom as an innovative approach\n## Inquiry-based learning foundations\n## How flipped classroom instruction supports inquiry","[{\"question\":\"What is the core idea of the flipped classroom model described in the text?\",\"answer\":\"It uses technology-enhanced instruction outside class time so that class time can focus on actively engaging students in inquiry-based learning. This approach aims to maximize learning and engagement during in-class activities.\"},{\"question\":\"Which three inquiry-based learning designs are examined in the action research study?\",\"answer\":\"The study examines (1) guided collaborative discussion, (2) tabletop white boarding, and (3) development of augmented reality auras. These designs are used to support teaching, learning, and assessment.\"},{\"question\":\"What outcomes does the text suggest for inquiry-based learning in flipped classroom settings?\",\"answer\":\"The findings indicate flipped classroom models that emphasize collaborative learning, group work, and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators designing learning using this model.\"}]","Learning Designs Using Flipped Classroom Instruction | PDF",1792085391,66]