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Flipped Learning: Using online video to transform learning

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Flipped Learning: Using online video to transform learning

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Source: Popular
Abstract: This study was used to explore how flipped learning can work in secondary math classrooms, and how teachers can use it to change the approaches to learning that students take.
Findings: Teachers use the approach to encourage students to take active responsibility for their learning, and in some cases, to use it to accelerate their learning. The finding of this study also reveal that there are many opportunities for the flipped learning approach but also many challenges.
APA Citation: Straw, S., Quinlan, O., Harland, J., & Walker, M. (2015, November 11). Flipped Learning: Using online video to transform learning. Retrieved December 09, 2018, from https://www.nesta.org.uk/report/flipped-learning-using-online-video-to-transform-learning/

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Flipped Learning 2.0: Rethinking the Flipped Classroom Model

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Flipped Learning 2.0: Rethinking the Flipped Classroom Model

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Source: Popular
Abstract: This article focuses on how to make flipped classroom videos tutorials that are short and engaging for students to watch, and not just an online version of existing classroom content.
Findings: Through an anonymous classroom survey conducted by a science teacher,  every student responded that they watched the online videos even though they were not required. The science teacher says this is a result of the short engaging videos that he creates for the students to learn from outside of the classroom.
APA Citation: Nadzan, S. (2018, July 28). Flipped Learning 2.0: Rethinking the Flipped Classroom Model. Retrieved December 09, 2018, from https://www.gettingsmart.com/2018/07/flipped-learning-2-0-rethinking-the-flipped-classroom-model/

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'Flipped classrooms' may not have any impact on learning

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'Flipped classrooms' may not have any impact on learning

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Source: Popular
Abstract: This article reports the early findings of an incomplete study being completed by four professors that focuses on the impact of flipped instruction. The data from the study so far is pointing to evidence that flipped instruction shows no real improvement for students.
Findings: Anonymous surveys completed by college level students from the pilot program revealed that many students found that the flipped classroom required more work to watch lengthy videos of lectures.
APA Citation: Atteberry, E. (2013, December 05). 'Flipped classrooms' may not have any impact on learning. Retrieved December 10, 2018, from https://www.usatoday.com/story/news/nation/2013/10/22/flipped-classrooms-effectiveness/3148447/

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Flipped-Learning Toolkit: Flipping the Non-Flippable Classes

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Flipped-Learning Toolkit: Flipping the Non-Flippable Classes

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Source: Practitioner
Abstract: The majority of teachers using the flipped classroom are math and science teachers. This article focuses on how to flip classrooms in the elementary setting and other settings such as dance, art, ect. The first step in figuring out how to successfully flip your classroom is to ask yourself, "What is the best use of my face-to-face time with students?".
Findings: In the Elementary school level, a lot of teachers are using a strategy known as "in-flip" where students watch instructional videos in class instead of for homework. The allows the teacher to work with a smaller group of students at a time as the the stations rotate.
APA Citation: Bergmann, J. (2014, November 10). Flipped-Learning Toolkit: Flipping the Non-Flippable Classes. Retrieved December 10, 2018, from https://www.edutopia.org/blog/flipping-the-non-flippable-classes-jon-bergmann

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Edudemic’s Guide to Flipped Classrooms for 2015

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Edudemic’s Guide to Flipped Classrooms for 2015

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Source: Practitioner
Abstract: This article defines a flipped classroom and explains the benefits, pros, cons, and how to implement a flipped classroom.
Findings: The cons of a flipped classroom can include the lack of technology resources for rural areas and the lack of motivation from some students that could lead to abuse of the freedom of students learning at their own pace

APA Citation: Edudemic's Guide to Flipped Classrooms for 2015. (2015, January 23). Retrieved December 10, 2018, from http://www.edudemic.com/edudemics-guide-to-the-flipped-classroom-for-2014/

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Source: Practitioner
Abstract: This article focuses on educational screen casts. The topics explored include an overview of screen casting, its benefits, the flipped classroom, screen cast software, tools, planning, and teacher-created screen casts.
Findings: Good educational screen casts depend not only on thorough planning but also on thoughtful and careful editing to re-sequence lesson elements, eliminate awkward and unnecessary portions, and craft a focused, easy-to-follow presentation that uses students' time efficiently.

APA Citation: Ruffini, M. (2012, October 31). Screencasting to Engage Learning. Retrieved December 10, 2018, from https://er.educause.edu/articles/2012/11/screencasting-to-engage-learning

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The Effects of Flipped Instruction on Out-of-Class Study Time, Exam Performance, and Student Perceptions

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The Effects of Flipped Instruction on Out-of-Class Study Time, Exam Performance, and Student Perceptions

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Source: Peer Reviewed
Abstract: In a quasi-experimental study, with 677 student participants, researchers sought to determine if flipped students spend more or less time studying outside the classroom, if flipped students outperform their control counterparts in exams, and If so, did flipped students of diverse background benefit equally? Lastly, Did flipped students favor flipped pedagogy over traditional instruction?

Findings: Flipped instruction did not increase students overall study time; it only caused a shift in student workload. Small but statistically significant effect was shown with the final exam, using the Ordinary least squares model results. Flipped instruction did not increase motivation.Positive feedback was given by students, including enjoying learning at their own pace. Flipped instruction did slightly increased final exam performance.

APA Citation: He, W., Holton, A., Farkas, G., & Warschauer, M. (2016). The effects of flipped instruction on out-of-class study time, exam performance, and student perceptions. Learning and Instruction, 45, 61–71. https://doi-org.ezproxy.una.edu/10.1016/j.learninstruc.2016.07.001

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Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction

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Mathematics teachers' motivations for, conceptions of, and experiences with flipped instruction

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Source: Peer Reviewed
Abstract: Flipped instruction in school mathematics has been occurring more frequently. This study investigated two teachers' motivations for, conceptions of, and experiences with flipped mathematics instruction. We found that the teachers were motivated to flip based on colleagues’ recommendations and potential benefits for students. The teachers discussed changes to their instruction as a result of transitioning to flipped instruction and we interpreted those changes in terms of how teachers perceived the interactions among students, mathematics content, and themselves. Although the teachers viewed many of these changes as beneficial, some presented new challenges as they navigated their changing role in the classroom.
Findings:

•Teachers flip because of colleagues' recommendations and potential student benefits.
•Teachers describe student collaboration as the most significant benefit of flipping.
•Teachers attend more to creating instructional videos than to planning class time.
•Flipped instruction shifts instructional interactions in mathematics classrooms.
APA Citation: De Araujo, Z., Otten, S., & Birisci, S. (2017). Mathematics teachers’ motivations for, conceptions of, and experiences with flipped instruction. Teaching and Teacher Education, 60. https://doi-org.ezproxy.una.edu/10.1016/j.tate.2016.11.006

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Source: Peer Reviewed
Abstract: This study examines the effectiveness of flipped classrooms in chemistry, and identifies relationships as a major factor impacting the success of flipped instruction methods. Examination of student interview data reveals factors that affect the development of peer-peer, peer-peer leader, and peer-expert relationships in first year general chemistry and second-year organic chemistry flipped classrooms. Success was measured in terms of student perceptions of the effectiveness of the instruction, as well as student academic development. Furthermore, analysis of research participant interviews reveals that academic reading circles, open-response multiple-attempt group quizzes, and peer leaders are important elements of a text-centric flipped approach at a small-classroom, commuter-campus university. Student reflections and classroom observations provide further support for these conclusions.
Findings:
- Peer-to-peer relationships are a key benefit of a text-centric flipped classroom.

-Academic Reading Circles are a necessary element for peer-peer relationships in a text-centric flipped class.

- Peer-peer leader relationships in a flipped classroom rely on instructor organization.

-Students describe peer-expert relationships differently in a text-centric flipped class than a traditional class.

- Without peer-peer relationships, peer-peer leader and peer-expert relationships are strained in a text-centric class.

-As relationships are strengthened, learners better recognize and accept their responsibilities.

APA Citation: McCollum, B. M., Fleming, C. L., Plotnikoff, K. M., & Skagen, D. N. (2017). Relationships in the Flipped Classroom. Canadian Journal for the Scholarship of Teaching and Learning, 8(3). Retrieved from https://ezproxy.una.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip&db=eric&AN=EJ1162998&site=eds-live&scope=site