Conclusion
These findings indicate that more research needs to be done to understand the best ways to use the “flipped classroom” approach, especially with middle school students. There are many different ways of incorporating instructional videos into the classroom, therefore there cannot be simply one way that works best. Teachers should continue to experiment with technology to find new ways of engaging learners with technology and and utilizing technology to better differentiate their classrooms because perhaps there are other instructional methods using technology that are more suited for middle school students. Additionally, research should study the methods being used, specifically in varying content areas. A successful flipped classroom approach in an honors algebra class, may not be as successful in an inclusion science class, due to the nature of the different subjects and students in these classes. Finally, future research should investigate students’ perceptions of “online learning.” The term “online learning” is very broad and now encompasses many different approaches for integrating the internet with brick and mortar classes, however appropriate “online learning” methods must be studied for all grade levels and disciplines to help teachers identify instructional strategies that will better support students’ learning. Further studies of the flipped classroom approach, other technology-enhanced classrooms, and students’ perceptions of online learning are needed to improve instructional methods for middle school students.