# data[].attributes.headline
The Flipped Classroom: A Survey of the Research

# data[].attributes.subject
The Flipped Classroom: A Survey of the Research

# data[].attributes.body
Source: Practitioner
Abstract: In this study the flipped classroom is the center of the discussion. The study provides a comprehensive survey of prior and ongoing research. It explores student perceptions and the use of single-group study designs, as well as reports of student perceptions of the flipped classroom.
Findings: The results from this study are positive, however, it is not sufficient evidence to warrant generalization far beyond its specific situation because the solution was very specific, rather than being based on established principles to guide adaptation in every flipped classroom setting.
APA Citation
Bishop, J. L., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9).

# data[].attributes.headline
A quantitative evaluation of the flipped classroom in a large lecture principles of economics course

# data[].attributes.subject
A quantitative evaluation of the flipped classroom in a large lecture principles of economics course

# data[].attributes.body
Source: Practitioner
Abstract: This study was done at the University of North Carolina at Chapel Hill with the setting for this flipped classroom evaluation in a large lecture principles of economics course labeled Introduction to Economics. Dr. Balaban implemented a course redesign during the fall 2013 semester, prior to this redesign, she taught this course as a traditional lecture with limited active learning techniques. The redesign involved the students being asked to watch prerecorded lecture videos before coming to class and to complete an outline that covers the main points of the lecture video. On average students who took the redesign course scored 0.5 standard deviations higher at the end of the course.
Findings: Findings show that the flipped classroom in an economics course directly improved performance by 0.2 to 0.7 standardized deviations. It also showed that the flipped classroom improved effort during the semester.  Results also showed increased student engagement and more positive learning outcomes.
APA Citation
Balaban, R. A., Gilleskie, D. B., & Tran, U. (2016). A quantitative evaluation of the flipped classroom in a large lecture principles of economics course. Journal Of Economic Education, 47(4), 269-287.

# data[].attributes.headline
Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning

# data[].attributes.subject
Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning

# data[].attributes.body
Source: Practitioner
Abstract: In the Byron School District, located in a small community near Rochester, Minnesota, USA, the district was in need of new Math text books in order to stay up to date with the new standards. However, superintendent Wendy Shannon explained that her district just didn’t have the money.  She encouraged her educators to think outside the box and they decided to write their own textbook and teach it through a flipped classroom environment.
Findings: Findings showed that calculus proficiencies are up an average of 9.8%. Proficiency refers to the number of students who score 80% or above on unit assessments, precalculus proficiencies increased an average of 6.1%, and Algebra II there was a 5.1% increase in median test scores. BHS is seeing a ripple effect with other departments and grade levels creating their own versions of the flipped classrooms.
APA Citation
Fulton, K. (2012). Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning. Learning & Leading with Technology, 39(8), 12-17.

# data[].attributes.headline
Assessment of learning gains in a flipped biochemistry classroom.

# data[].attributes.subject
Assessment of learning gains in a flipped biochemistry classroom.

# data[].attributes.body
Source: Peer Reviewed
Methods: In the fall of 2014, Whitworth University was able to provide two Biochemistry classes. One class was taught the traditional way with lecture and the other class was taught by using the flipped method. The classes were taught back to back by the same instructor and were assessed by using the same test measures. Both classes were taught the same thing and asked to complete the same assessments with the only difference being that the flipped classroom students had to watch the lectures before they came to class and be ready work in small groups, whereas the traditional classroom students were lectured during class and did their assignments for homework. When the course was completed an assessment of the course was done by the students. The lecture was ranked as highly useful by both, but was signiﬁcantly higher in the ﬂipped lecture than the traditional because the students liked being able to work at their own individual pace.
Findings: This study means that both of the classes learned the same amount of material but it showed that the students in the flipped classroom had a more positive attitude toward their learning because they were able to work at their own individual pace resulting in more confidence in their own learning.
APA Citation
Ojennus, D. D. (2016). Assessment of learning gains in a flipped biochemistry classroom. Biochemistry & Molecular Biology Education, 44(1), 20.

# data[].attributes.attachment_link.description
Enter your email address below. If your address has been previously registered, you will receive an email with instructions on how to reset your password. If you don't receive an email, you should register as a new user

# data[].attributes.headline
Understanding the Flipped Classroom: Types,Uses and Reactions to a Modern and Evolving Pedagogy

# data[].attributes.subject
Understanding the Flipped Classroom: Types,Uses and Reactions to a Modern and Evolving Pedagogy

# data[].attributes.body
Source: Peer Reviewed
Methods: This study is about the methods of instruction and classroom activities in a flipped classroom. The pedagogy of a flipped classroom allows students to introduce a topic and gather their own meanings outside of the classroom, then explore the topic and create their meanings or exclude their misconceptions during class time. The results and conclusion of the Speak Up 2013 4 National Research Project Findings stated that, not only are teachers and administrators interested in using technology to mold student learning experiences, they are interested in the flipped classroom model because of the potential of improving student performance and teacher effectiveness.
Findings: After reading the article the findings were that there are some concerns and improper implementation of the flipped classroom. Findings show how critical it is that teachers do their own research before implementing a flip in their classroom. Also, that teachers understand that there is more than one proper way to implement a flipped classroom.
APA Citation
Brown, B. A. (2016). Understanding the Flipped Classroom: Types, Uses and Reactions to a Modern and Evolving Pedagogy.

# data[].attributes.headline
Flip This Classroom: A Comparative Study

# data[].attributes.subject
Flip This Classroom: A Comparative Study

# data[].attributes.body
Source: Peer Reviewed
Methods: The theoretical framework for this study is based on a combination of Bandura's social cognitive theory and Taylor and Todd's (1995) decomposed theory of planned behavior (DTPB). For this study, a matched sample of 12 sixth- through 12th-grade teachers within a large suburban school district located in southeastern Texas were selected for participation. Six flipped model teachers were selected and individually matched to six teachers using a traditional classroom model based on years of teaching experience, grade level, subject area, and student demographics. The research is to compare teachers’ attitudes and beliefs about the traditional classroom versus the flipped classroom. Both surveys and interviews were conducted to develop the data to determine what teachers believe and what their attitudes were towards flipped classrooms using technologies.
Findings: The research findings showed that the teachers using the flipped classroom strategy have higher technologies, understand technology more, have more engaged students, and a positive attitude towards technology. Teachers using the flipped class model reported higher technology and teaching efficacy than those using the traditional class model.
APA Citation
Unruh, T., Peters, M. L., & Willis, J. (2016). Flip this classroom: A comparative study. Computers In The Schools, 33(1), 38-58.

# data[].attributes.attachment_link.description
The resource that you are attempting to access is only available to currently enrolled UNA students and UNA faculty/staff. By logging in you agree to the terms and conditions below.

# data[].attributes.headline
Is Flipped Learning Really that Effective? You Might Be Surprised

# data[].attributes.subject
Is Flipped Learning Really that Effective? You Might Be Surprised

# data[].attributes.body
Source: Popular
Abstract: For the most part flipped learning is a positive endorsement to learning according to Speak Up 2013 National Research Project Findings. Also, 15% of teachers and 40% of administrators seem to be interested in trying flipped learning. The main concern is that not all students have internet access.
Findings: The general findings were that flipped classrooms can be a valuable and innovative instructional strategy according to 403,000 students, parents, teachers, and administrators.
APA Citation
Guymon, D. (2014, March). Is flipped learning really that effective? You might be surprised. Retrieved November 18, 2016, from http://www.gettingsmart.com/2014/03/flipped-learning-really-effective-might-surprised/

# data[].attributes.attachment_link.readable_text
The results on flipped learning are in. And regardless of who you ask, the response you will most likely get is an overwhelmingly positive endorsement of this time-shifted approach to classroom instruction and learning. This finding results from Speak Up 2013 National Research Project Findings: A second year review of flipped learning, a white paper recently released by Project Tomorrow in conjunction with the Flipped Learning Network.

In the fall of 2013, over 403,000 students, parents, teachers, and administrators were administered the 11th annual Speak Up online surveys asking them questions about their feelings on flipped learning and the use of videos in the classroom. The general consensus among all groups of participants is that flipped learning can be a valuable and innovative instructional strategy.

Among those district administrators surveyed, one-quarter identified flipped learning as "already having a significant impact on transforming teaching and learning in their district." Somewhat surprising, this group found that the effects of flipped learning surpassed other instructional trends including "educational games and mobile apps [as well as] online professional learning communities for teachers and administrators."

While secondary math and science classrooms seem to serve as the most popular environments for flipped learning to occur in, according to the project's findings, "an additional 15 percent of teachers and 40 percent of administrators said they were interested in 'trying flipped learning' this year in their classrooms and schools." Of note is participants' desires to flip instruction correctly. Those surveyed acknowledged that "they need more training to do this effectively."

Certain considerations seem to keep some educators from flipping their classrooms, however. Among those which survey participants agreed on are concerns that "students might not have '[Internet] access at home,' [teachers need] instruction on how to 'make' or 'find high quality videos,' and how [educators can] 'best utilize' the additional classroom time." Nevertheless, an overall drop in concerns from last year's report allude to an increasing acceptance of flipped learning as a viable alternative to traditional teaching methods.

Regarding current use of digital content in the classroom, "46 percent of teachers said that they are currently using videos that they find online within their classroom instruction, and 16 percent say that they are regularly creating videos of their lessons or lectures for students to watch."

While a comprehensive approach to flipped learning requires more than simply delivering instruction through video, that educators are open to utilizing classroom time for deeper learning as opposed to instructional delivery is promising, especially if you ask surveyed students their opinions on the matter.

Of the more than 180,000 middle and high school students who shared their thoughts in the Speak Up 2013 surveys, "almost three-quarters of these students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea."

According to Speak Up data previously documented with other emerging digital learning trends, "the student interest in new classroom models often precedes teacher or even administrator interest or exploration." In other words, "today's students in many ways serve as a digital advance team for educators."

The insights of the Speak Up 2013 surveys even have administrators looking at pre-service teaching programs as well. 41 percent of the school principals surveyed agreed that "pre-service teachers should learn how to set up a flipped learning class model."

Though flipped learning is still in its infancy, there is no denying that it already has forward-thinking educators reconsidering how instruction should be delivered and what classroom time with students should ultimately be used for. As the Speak Up findings report, "The flipped learning model is gaining the attention of educators who are interested in improving student achievement and teacher effectiveness by leveraging digital tools to enable innovation."

Have you flipped your classroom yet? If so, what has worked for you? Both Project Tomorrow and the Flipped Learning Network are excited to continue researching the flipped learning model and finding ways to support educators and administrators as they investigate this innovative learning approach in their schools and classrooms too.

Dave Guymon is a public online middle school teacher, edtech blogger, and the author of If You Can't Fail, It Doesn't Count. He resides in Idaho Falls, Idaho and Tweets at @DaveGuymon.

# data[].attributes.attachment_link.title
Is Flipped Learning Really that Effective? You Might Be Surprised - Getting Smart by Dave Guymon -

# data[].attributes.attachment_link.description
The results on flipped learning are in. And regardless of who you ask, the response you will most likely get is an overwhelmingly positive endorsement of this time-shifted approach to classroom instruction and learning.

# data[].attributes.body
Source: Popular
Abstract: This is an info-graphic about what a flipped classroom is, what is driving flipped classrooms, and what it looks like. We learn that students watch lectures at home at their own pace and then concept engagement takes place in the classroom. We look at Clintondale High School’s results from transforming to a flipped classroom environment from a traditional classroom environment.
Findings: The results from a traditional classroom were 50% of freshmen failed English and 44% failed Math with 736 discipline cases in one semester. After transforming to a flipped classroom only 10% of freshmen failed English and 13% failed Math with discipline cases lowered to only 249 cases.
APA Citation
Strayer, J. F. (2011).  What is the flipped classroom?. Retrieved November 19, 2016, from https://www.knewton.com/infographics/flipped-classroom/

# data[].attributes.body
Source: Popular
Abstract: In this article, John Fritzky, a math teacher, explains how his transformation from a traditional classroom to a flipped classroom improved his test scores at the end of the year. He goes into detail how he would run his classroom and then explains the changes he made and how he made them. He explains how he checks homework, explains a new concept, has students practice problems in class, and how he handles any bonus time in a flipped classroom.
Findings: Before the flip his students would improve 5 points on average on the state test. After the flip his students improved 12.67 points on average.
APA Citation
Bergmann, J. (2013, February). Before and after the flipped class. Retrieved November 18, 2016, from http://www.jonbergmann.com/before-and-afther-the-flipped-class/