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Source: Practitioner
Abstract: "Flipping the Classroom" has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009); In essence, "flipping the classroom" means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.

Bloom's Taxonomy (Revised)In terms of Bloom's revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which first exposure occurs via lecture in class, with students assimilating knowledge through homework; thus the term flipped classroom.

Findings: Mazur and colleagues have published results suggesting that the PI method results in significant learning gains when compared to traditional instruction (2001). In 1998, Richard Hake gathered data on 2084 students in 14 introductory physics courses taught by traditional methods (defined by the instructor as relying primarily on passive student lectures and algorithmic problem exams), allowing him to define an average gain for students in such courses using pre/post-test data. Hake then compared these results to those seen with interactive engagement methods, defined as heads-on(always) and hands-on (usually) activities which yield immediate feedback through discussion with peers and/or instructors(Hake p. 65) for 4458 students in 48 courses.  He found that students taught with interactive engagement methods exhibited learning gains almost two standard deviations higher than those observed in the traditional courses (0.48 +/- 0.14 vs. 0.23 +/- 0.04). Assessment of classes taught by the PI method provides evidence of even greater learning gains, with students in PI courses exhibiting learning gains ranging from 0.49 to 0.74 over eight years of assessment at Harvard University (Crouch and Mazur, 2001). Interestingly, two introductory physics classes taught by traditional methods during the assessment period at Harvard show much lower learning gains (0.25 in a calculus-based course in 1990 and 0.40 in an algebra-based course in 1999).

APA Citation:
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved December 2, 2017,  from https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

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The Perceived Effects of Flipped Teaching on Knowledge Acquisition 

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The Perceived Effects of Flipped Teaching on Knowledge Acquisition 

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Source: Peer-Reviewed
Abstract: Increased demands for technological integration in higher education have resulted in new forms of course instruction. Under a flipped approach, students learn course materials outside the classroom while active learning methods are employed inside. This study focuses on the perceived effects of flipped instruction on knowledge acquisition in undergraduate students using information communication, accessibility, stimulation, interaction, and accumulation as measures. Undergraduate students indicated positive effects of flipped teaching and student’s perceived learning improved as time spent using learning management systems increased. While knowledge acquisition tended to increase in most students, technological incompatibilities prevented the flipped approach from being fully accepted.

Findings: In summary, this research creates an initial direct connection between the flipped classroom and perceived increase in student learning. The inverted approach can enhance student learning, but adherence to what the research shows when organizing a course is a salient factor in its enhancement possibilities. Student preference for online assessment over in-class assessment and the overall positive reaction to the flipped style suggests that the pedagogical shift towards the integration of online materials and hybrid courses is a necessary one. This position is reinforced through the finding that videos were preferred over readings, signifying a shift in learning styles from students.
APA Citation:

Newman, G., Kim, J., Lee, R., Brown, B., & Huston, S. (2016). Flipped instruction: The perceived effects of flipped teaching on knowledge acquisition. Journal of Effective Teaching, 16 (1), 52-71. Retrieved December 1, 2017, from https://files.eric.ed.gov/fulltext/EJ1092703.pdf

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Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models  

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Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models  

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Source: Peer-Reviewed
Abstract:   As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style.

Findings: This study showed that the new flipped classroom instructional approach can help students perform significantly better overall than students in traditional classrooms, supporting the results of previous studies (Bhagat et al., 2016; Chao et al., 2015; Schultz et al., 2014; Tsai et al., 2015).
Findings regarding the student perception of the flipped classroom approach on this study showed that students were satisfied with the new flipped learning model. The student survey provided a lot of detailed information regarding what contributed to the success of the new model. For example, most students agreed that the flipped classroom model was more enjoyable and motivational than the traditional classroom. It provided them with the opportunity to work at their own pace because they could re-watch or pause videos as many times as needed (Grypp & Luebeck, 2015; Huang & Hong, 2016). In addition, students reported that watching lesson videos was better than reading textbased materials (Snyder et al., 2014). The flipped classroom approach helped them increase their interaction with the classmates and the teacher during class meetings and helped eliminate unnecessary wasted class time spent by the teacher.

APA Citation:
Unal Z., & Unal A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction, (10)4, 145-164. Retrieved December 1, 2017, from https://files.eric.ed.gov/fulltext/EJ1155632.pdf

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THE FLIPPED CLASSROOM TEACHING MODEL AND ITS USE FOR INFORMATION LITERACY INSTRUCTION 

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THE FLIPPED CLASSROOM TEACHING MODEL AND ITS USE FOR INFORMATION LITERACY INSTRUCTION 

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Source: Peer-Reviewed
Abstract: The flipped classroom, a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction. This article describes many of the characteristics of the flipped classroom teaching model, illustrated with examples from current higher education and library instruction literature. Pedagogical benefits of the model are highlighted along with potential challenges to its use.

Findings: The flipped classroom, which has grown in popularity across teaching venues and age levels, may offer some distinct benefits for IL instruction. The features of this model include a focus on efficient use of class time which accommodates different learners, engages with problem-based learning, increases student-teacher interaction, and allows students to take responsibility for learning so that they may transfer these skills to other contexts. These features lend themselves to library instruction which requires learners to understand basic processes which they can apply to research scenarios, to engage  critical thinking and problem solving skills that can be learned best through experience.

APA Citation:
Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7-22. Retrieved December 1, 2017, from https://files.eric.ed.gov/fulltext/EJ1089137.pdf

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Research Says / Evidence on Flipped Classrooms Is Still Coming In

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Research Says / Evidence on Flipped Classrooms Is Still Coming In

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Source: Practitioner
Abstract: Lectures aren't necessarily bad, they can be an effective way to help students acquire new knowledge (Hattie, 2008; Schwerdt & Wupperman, 2010). The problem with lectures is often a matter of pacing. For some students, the information may come too slowly or cover what they already know; other students may have trouble taking in information so rapidly, or they may lack the prior knowledge they need to understand the concepts presented. After a hit-or-miss lecture, teachers often assign homework, which many students perform in a private hell of frustration and confusion. What did my teacher say about cross-multiplying? Comma use in compound sentences? The Laffer curve?

Some teachers are now turning this model on its head, creating flipped or inverted classrooms in which they record lectures and post them online. Students watch the lectures at home, where they can speed through content they already understand or stop and review content they missed the first time the teacher discussed it (and might have been too embarrassed to ask their teacher to repeat in class). Online lectures can also easily incorporate visual representations, such as interactive graphs, videos, or photos of important historical events.

Findings: At this time, we do not have direct scientific research to establish whether flipped classrooms increase student learning. But absence of evidence is not evidence of absence. Indeed, there's reason to believe that flipped classrooms may enhance student learning if they are implemented thoughtfully, with careful attention to what research tells us about good instruction.

What inverted classrooms may really be flipping is not just the classroom, but the entire paradigm of teaching away from a traditional model of teachers as imparters of knowledge and toward a model of teachers as coaches who carefully observe students, identify their learning needs, and guide them to higher levels of learning.

APA Citation:
Goodwin, B., & Miller, K. (2013). Research says evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78-80. Retrieved December 2, 2017, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx

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Flipped Classroom Research and Trends from Different Fields of Study

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Flipped Classroom Research and Trends from Different Fields of Study

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Source: Practitioner
Abstract: This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013-2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently keywords used and works cited references, impacts for students' learning, and flipped classroom challenges. The results of the analysis were interpreted using descriptive analysis, percentages, and frequencies. This analysis found that various fields were practiced in the flipped classroom approach, and some technology tools were used as the online platform for its practice. Analysis of the impacts showed that flipped classroom brought positive impacts toward students' learning activities such as achievement, motivation, engagement, and interaction. Several issues in this discussion become implications that can be taken into consideration for future research. Some challenges found in applying flipped classroom are needed to be addressed by future researchers, such as suitability of the flipped classroom for poor quality of video lectures and untrained instructor. This study also becomes an implication for government or policymakers to determine the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education, even K-12 students.

Findings: In summary, this study has clearly demonstrated that the application of flipped learning has altered the culture of students' learning from a lecturer-centered to student-centered, with more class activities belonging to students. This research has implications for students' learning activities; the students learned through hands-on and project-based learning activities. With limited time dedicated to the lectures, students have more occasions to practice the contents with peers. The results of this study have contributed to better understanding of technology use in teaching-learning activities. For government or policymakers, they should determine the flipped classroom as a contemporary model to be implemented in teaching-learning activities for higher education and even Kâ€“12 students. Finally, perhaps the findings and discussion of this study will contribute to deeper understanding of future research in the flipped classroom area.

APA Citation:
Zainuddin, Z., & Halili, S. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3). Retrieved December 2, 2017, from http://www.irrodl.org/index.php/irrodl/article/view/2274/3699

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Classroom Management and the Flipped Class

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Classroom Management and the Flipped Class

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Source: Popular
Abstract: The flipped class gives time back to students, but some students don't know how to handle the freedom well. Some took the freedom as a license to do whatever they wanted, which often was not a very productive use of their time. This, of course, is not acceptable. Thus, in a flipped classroom, the teacher still needs to monitor off-task behavior, but it looks different than in a traditional classroom.

Findings: There were no findings for this article.

APA Citation:
Bergmann, J. (2014). Classroom management and the flipped classroom. Edutopia. Retrieved December 3, 2017, from https://www.edutopia.org/blog/classroom-management-and-flipped-class-jon-bergmann

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Source: Popular
Abstract: According to the description on ASCD's page for the newly released book, Flip Your Classroom: Reach Every Student in Every Class Every Day, by flipped-classroom pioneers Aaron Sams and Jonathan Bergmann, "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class." In part one of a three-part series of articles, Bergmann, along with two co-authors, tries to dispel some of the myths surrounding the flipped classroom. For instance, they state that the flipped classroom is NOT "a synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important."

Findings: There were no findings for this article.

APA Citation:
Hertz, M. (2015). The flipped classroom: Pro and con. Edutopia. Retrieved December 3, 2107, from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

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Source: Popular
Abstract: In a "Flipped Classroom," students' initial exposure to content is shifted outside of the classroom via readings, instructional videos, individual or collaborative activities, or a combination of these. Then during class, rather than lecturing, all or a significant portion of the time is used for practice, application exercises, discussion-based activities, team-based learning, or other active learning techniques. Some preliminary assessment, such as an online quiz or brief assignment, may be used to gauge student understanding and tailor instructional plans prior to class.

FIndings: There were no findings for this particular article.

APA Citation:
Antaki, J., Garrod, C., & Harrell, M. (2015). Flipping the class for active learning. Teaching Excellence & Edcuational Innovation. Retrieved December 3, 2017, from https://www.cmu.edu/teaching/technology/flippingtheclass/index.html