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Abstract:
Garza defines the flipped classroom having
two defining components: moving the lecture outside of class, usually delivered through some electronic means, and moving the practical  application assignments, formally homework, into the classroom.
Instructors of all kinds cite strengths of the flipped model, including efficient use of class time, more active learning opportunities  for students, increased one-on-one
interaction between student and teacher, student responsibility for  learning, and addressing multiple learning styles. It provides an opportunity to increase
meaningful engagement for students without requiring more resources.
Findings:
Clearly, students of all ages
have participated successfully in this type of learning environment
learning environment.
Courses relying entirely on lecture in classes of 300 student, to active learning in groups of 24 students  for a large introductory business
course. The model offers efficiency
while also providing an improved platform for engaging students.
APA Citation:
Garza, S. (2014). The Flipped Classroom Teaching Model and it's use for information literacy instruction. Communications in Informational Literacy, 8(1). Retrieved December 3, 2017 from,
https://files.eric.ed.gov/fulltext/EJ1089137.pdf

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Abstract:
Teachers in flipped, blended and virtual classrooms see greater value in digital learning tools than their counterparts in traditional classrooms, in particular for personalized learning, according to Nagel.
More educators in non-traditional classrooms indicated that, thanks to technology, "they are now providing students with more individualized attention, creating more student-centered learning experiences, helping my students become self-directed learners," and 53 percent said the use of tech "results in students taking greater ownership of their own learning," compared with about a third of educators in traditional classrooms.
Findings:
Teachers in flipped, blended and virtual  classrooms see greater value in digital learning for personalized learning. 34% in traditional classroom, 53% in a flipped classroom. Data on providing students with more individualized attention, traditional classroom 35%, blended classroom 52%, and flipped classroom 61%.  Data on creating more student-centered learning experiences, traditional classroom 34% and flipped classroom 56%.
APA Citation:
Nagel, D. (2017). Teachers in Non-Traditional Classrooms Value Digital Tools for Personalized Learning. Retrieved December 3, 2017 from
https://thejournal.com/articles/2017/09/12/tech-savvy-teachers-value-digital-tools-for-personalized-learning.aspx

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Abstract:
The flipped classroom is an instructional method that can provide additional face-to-face
interaction time with students in the classroom by minimizing the amount of direct instruction used in a traditional classroom setting.
Using the flipped classroom
model provides the platform from which students can take charge of their learning and gives
both students and teachers the ability to develop higher-level critical thinking skills in a
problem-posing student-centered learning environment.
Findings:
Research from students found that 64% of the students found the  instructional videos useful while 36% found it not to be useful. A question was ask from the same students, did the instructional videos help you learn at your own pace. 68% said yes, while 32% said no.
APA Citation:
Moore, C. (2015). Students' Attitudes, Perceptions, and Engagement within a Flipped classroom model as Related to Learning Mathematics. Journal of Studies in Education, 5(3). Retrieved on December 3, 2017 from,
http://www.macrothink.org/journal/index.php/jse/article/viewFile/8131/6686

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Abstract:
Flipping the classroom is an approach to teaching. In this approach in-class time is for inquiry, application, and assessment in order to better meet the needs of individual learners.
The main goal in flipping a class is to cultivate deeper, richer learning experiences for students when the instructor is present and guide them.  Emphasis is on higher-order thinking skills and application to complex problems.

Findings:
The traditional classroom equals whole group lectures and homework activities , where the flipped classroom equals one-on-one lecture and classroom activities.
APA Citation:
The University of Washington. Center for Teaching and Learning. Retrieved on December 3, 2017 from,
http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/flipping-the-classroom/

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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: Practitioner
Abstract:
Bergmann addresses that our experience before we flipped our class was that we spent the majority of class time at the front of the room. Students sat in nice neat rows as we taught them stuff. Our view of teaching had us in the front of the room "teaching." He commented that in a flipped classroom, teachers are no longer on center stage, but in the crowd working with our students. He address the fact that students should make some noise as they are talking things out.
Findings:
Upon flipping the classroom and allowing students to talk among themselves and interacting with each other, the management problems ceased. The problems associated in a traditional classroom was fewer in a flipped classroom.
APA Citation:
Bergmann, J. (2014). Classroom Management and the Flipped Classroom. Retrieved December 3, 2017 from,
https://www.edutopia.org/blog/classroom-management-and-flipped-class-jon-bergmann

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Abstract:
Beth Holland a teacher who flips her classroom says flipping benefits students in two ways:

1. It provides multiple pathways to gain knowledge and understanding.

2. As a result of this pedagogical shift, new learning opportunities can start to emerge.

Her goal is to give students a chance to learn at their own pace.
Findings:
Each week, she filmed herself doing the and posted it to a class wiki. For homework, the students watched the video as many times as necessary to then create their own lab procedures.  By providing videos to introduce, teach or reteach concepts, she created a means to support her students at their own pace.
APA Citation:
Holland, B. (2013). The Flipped Mobile Classroom: Learning "Upside Down".  Retrieved December 3, 2017 from,
https://www.edutopia.org/blog/flipped-classroom-learning-upside-down-beth-holland

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Abstract:
Ozdamli and Asiksoy defines a flipped classroom as an active, student centered approach that was formed to increase the quality of period within class. A flipped classroom approach is a special type of blended learning. Flipped classroom according to the authors is, "what is done at school done at home, homework done at home completed in class."  A flipped classroom is an approach that transfers learning responsibility from teacher to student.
Findings:
According to the findings, the most important one is that it increases the interactive period within the class. It supports teamwork within the class. Students can access videos on their own time and learn at their own speed. Another advantage is parents can help their children by watching the videos.
APA Citation:
Ozdamili, F. & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Education Technology: Current Issues. 8(2), 98-105. Retrieved May 17, 2016 from
https://files.eric.ed.gov/fulltext/EJ1141886.pdf

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Abstract:
According to Schmidt, a flipped classroom provides more time for hands on activities and content inquiry and analysis. The flipped classroom causes students to take more responsibility for their own learning. A flipped classroom teacher uses videos to lecture. The flipped classroom takes the old slogan, "I Do", "We Do", "You Do" to the new slogan, "You Do", "We Do", and "I Do". According to the authors, there are a number of ways to implement strategies into a flipped classroom.
Findings:
The flipped network conducted a study of teachers incorporating the flipped classroom . The study indicated that 99% of the teachers that flipped their classroom continue to flip it. 67% reported improvements in student performance and 80% reported improvements in students engagement.
APA Citation:
Schmidt, S. (2016). The flipped classroom: A Twist on teaching. Contemporary Issues in Education Research . 9(1).  Retrieved December 3, 2017 from,
https://files.eric.ed.gov/fulltext/EJ1087603.pdf

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Abstract:
According to the authors, higher education has been pressured to shift towards more flexible, effective, active, and student-centered teaching strategies. The flipped classroom model has been suggested to support this transition. A flipped classroom is considered a flip or switch with that which is normally done by the students out of class. It allows students to learn at their own pace, encourages them to become actively involved and free class time for more hands-on-learning.
Findings:
A study of 240 students was taken. Out of the 240 students, 180 expressed a positive attitude to flipped classroom after the course. This is 75%. The students according to the study, agreed that it was easier and more effective to learn with the flipped classroom approach. It made them feel more motivated as learners and made them take more responsibility for their learning.
APA Citation:
Nouri, J. (2016). The flipped classroom: for active, effective and increased learning-especially for low achievers. International Journal of Educational Technology in Higher Education. Retrieved December 3, 2017 from,
https://educationaltechnologyjournal.springeropen.com/track/pdf/10.1186/s41239-016-0032-z?site=educationaltechnologyjournal.springeropen.com