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As flipped learning becomes an increasingly popular instructional strategy, many are wondering whether it's effective enough to justify the hype. The Flipped Learning Network (FLN), Pearson and researchers at George Mason University conducted case studies to answer that important question.

Flipping the classroom means using Web-enabled instructional strategies that allow educators to spend class time interacting with students rather than lecturing. Most often, this involves assigning students an instructional video to watch online as homework, while problem-solving or other hands-on work occurs class time.

FLN defines flipping as a "pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter."

The motivation behind flipping is that students can receive more one-on-one attention from the classroom teacher if they are actively working on an assignment in class. Proponents claim this leads to better understanding of a given lesson.

The Pearson article Extension of a Review of Flipped Learning explains the findings of the school case studies.

Benefits of flipped classrooms included the ability of teachers to present different "methodologies," the freeing up of class time and the chance to encourage and engage in more individual and small-group instruction.

In addition, schools often (though not always) saw better student achievement in flipped classrooms, as opposed to traditional lecture classes.

In Niagara Falls High School in New York, math teachers Amy Kilmer and Ed Ventry flipped their classrooms in 2013 to use class time for more applied activities and one-on-one instruction. Kilmer and Ventry recorded their lessons and posted them on an online collaborative platform. Students then got guided notes to complete while watching the videos at home. In class, students worked on "homework" assignments, while teachers were able to discuss the problems with students face-to-face.

Eighty-three percent of students in the honors Algebra II/Trigonometry class passed the Regents exam, compared to 71 percent the year before, and 35 percent of students achieved mastery, compared to 14 percent the year before. In the General Algebra class, 55 percent of students passed the exam, compared to 35 percent the year before, and 7 percent achieved mastery, compared to 4 percent the year before.

At Ashland Middle School in Massachusetts, two seventh-grade French classes were compared. One class was taught using a flipped learning method, while the other received traditional lectures. In the flipped class, students watched video lectures at home and particpated in project-based learning and workbook assignments in class.

Homework completion rates for both classes were at 79.8 percent, but for the flipped model, homework completion increased to 98.7 percent. On a French grammar quiz and written assignment before and after the flip, the flipped class scored better on the grammar quiz (78 percent vs. 88 percent) and written assignment (87.3 percent vs. 92 percent).

Stacey Roshan at Bullis School in Maryland flipped her AP Calculus course by having students watch videos outside of class and use class time to work individually or in small groups.

"She stated the proportion of students who scored a 4 or a 5 on the AP exam increased from 58 percent the previous year to 78 percent after the flip," the article said. "At Madeira School [in Virginia], Wendy Roshan, her mother and a math teacher at the school, implemented it in her first year teaching AP Calculus. She also reported success, stating that after the first year of flipping, 80 percent of her students scored a 4 or 5 on the AP exam."

At Public High School in Louisiana, teacher Kevin Clark used flipped learning in two ninth-grade Algebra I classes. Students watched videos and listened to instructor-created podcasts outside of class and spent class time working on math problems in groups. Students scored an average of 80.83 on the end-of-the-period test. These scores did not differ much from those of students in a traditional lecture class, who scored an average of 80.00.

Researchers concluded that while a promising strategy, flipped learning does not work in all contexts. They stressed that more research is needed to determine how and when flipping works to improve student learning.

Related resource
Best Practices for Flipping the Classroom

Article by Kassondra Granata, EducationWorld Contributor
Education World®
Copyright © 2014 Education World

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Flipped Learning Tested in Classrooms Across Nation | Education World

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As flipped learning becomes an increasingly popular instructional strategy, many are wondering whether it's effective enough to justify the hype. The Flipped Learning Network (FLN), Pearson and researchers at George Mason University conducted case studies to answer that important question.

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Study Assesses Effectiveness of Flipped Classroom Approach

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Study Assesses Effectiveness of Flipped Classroom Approach

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Method:

The Flipped Learning Network (FLN), Pearson and researchers at George Mason University conducted case studies to investigate the effectiveness of flipped classrooms.  The case studies involved students in grades 7th through 12th at four different schools.  In 2013 Amy Kilmer and Ed Ventry flipped their math classrooms at Niagara Falls High School.  They wanted to incorporate more applied activities and one-on-one instruction.  In class, students worked on “homework” assignments, while teachers were able to discuss problems with other students.  At Ashland Middle School in Massachusetts, two seventh-grade French classes were compared.  One class was taught using the flipped learning method, while the other was taught in a more traditional setting.  Stacey Roshan at Bullis School in Maryland flipped her AP Calculus class by having students watch videos outside of class.  At Public High School in Louisiana, Kevin Clark flipped two of his Algebra I classes.

Findings:

At Niagara Falls High School, eighty-three percent of students in the honors Algebra II/Trigonometry class passed the Regents exam, compared to 71 percent the year before, and 35 percent of students achieved mastery, compared to 14 percent the year before. In the General Algebra class, 55 percent of students passed the exam, compared to 35 percent the year before, and 7 percent achieved mastery, compared to 4 percent the year before. At Ashland Middle School, homework completion rates for both classes were at 79.8 percent, but for the flipped model, homework completion increased to 98.7 percent. On a French grammar quiz and written assignment before and after the flip, the flipped class scored better on the grammar quiz (78 percent vs. 88 percent) and written assignment (87.3 percent vs. 92 percent).  At Bullis School, the percentage of students who scored a 4 or a 5 on the AP exam increased from fifty-eight percent the previous year to seventy-eight percent after the flip.  However, at Public High School there was not much of a change.  Students scored an average of eighty percent on the end-of-the-period test, and students that were in the traditional lecture class scored an average of eighty percent.  The researchers concluded that the flipped classroom method works in some areas but not in all areas.  They determined that more research is needed to determine the effectiveness of the flipped classroom strategy.

APA Citation:  Education World: Flipped Learning Tested in Classrooms Across Nation. (2016).     Educationworld.com. Retrieved 18 November 2016, from    http://www.educationworld.com/a_curr/case-studies-effectiveness-flipped-learning-classroom.shtml

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Flipped Instruction in a High School Science Classroom

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Flipped Instruction in a High School Science Classroom

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Source:  Peer-Reviewed

Methods:  Quantitative (pretest and post test) and Qualitative (observations).  This case study determined the effectiveness of flipped instruction in a ninth grade classroom.  There were four sections taught:  two traditional and two flipped instruction.

Findings:

Students in the traditional method of instruction performed better on the pretest.  On all posttests, however, students in the flipped instruction group showed increased levels of achievement.  For this intervention, there was consistent evidence that students in the flipped classrooms performed better on assessments of scientific knowledge.   The qualitative results suggest that students may have benefited from the active learning strategies, which required them to construct and negotiate meaning with their peers.

APA Citation:

Leo, J., & Puzio, K. (2016). Flipped instruction in a high school science classroom. Journal Of Science Education And Technology, 25(5), 775-781. Retrieved November 14 2016, from http://link.springer.com.ezproxy.una.edu/article/10.1007%2Fs10956-016-9634-4

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The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

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Source:  Peer-Reviewed

Methods:  This mixed research sought to bring improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format.  Forty-two freshman students enrolled in an Algebra I class participated in the research study.  Students were given a pre and post survey.  The pre-survey shared their experiences in a traditional classroom environment.  A post survey was given to determine their experience in a flipped learning environment.

Findings:  Student survey data revealed that there was no significant difference between the students’ satisfaction both traditional classroom and flipped instruction.  There was also no significant difference in test scores of the two groups.  The mean of the test scores was an 80.3 and an 80.  The student interviews revealed that they liked that they could rewatch the video lessons.

APA Citation:

Clark, K. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom.. Eric.ed.gov. Retrieved 13 November 2016, from http://eric.ed.gov/?q=flipped+classroom+blended+learning+mathematics&pr=on&ft=on&id=EJ1051042

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Source:  Popular

Abstract:  In this article, the author discusses the impact that flipped instruction can have on students.  However, if students do not see the value in the lesson or if they are engaged in the lesson, then it may not have a positive effect on students.  The author shares that some teachers may think that flipped instruction is a way reduce their workload, but that is not the case at all.  He shares that it actually requires more of teachers if they want to implement it the correct way.

Findings:  While the trend may be to have flipped classes, teachers that choose to flipped their classes need to create high quality material that engages students, and have a plan for what to do during actually class time.

APA Citation: Jawaharial, M. (2016, June 24). To Flip or Not to Flip? Retrieved November 17, 2016, from www.huffingtonpost.com: www/huffingtonpost.com/dr-mariappan-jawaharlal/to-flip-or-not-to-flip_b_7659758.html

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What Flipped Classrooms Can (and Can’t) Do For Education

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What Flipped Classrooms Can (and Can’t) Do For Education

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Source:  Popular

Abstract:  Johnstone (2013) says that students watching online videos of their teachers is a key part of their instruction.  Johnstone, an Algebra teacher, says that his students are actively watching the instruction videos each night and many times watching them more than once.  High School teacher Daniele Massey, says that the flipped strategy allows her to individualize his instruction for all of her students.  Massey also found that the videos helped the parents to understand what their child was learning at school.  The videos provide support for both students and parents.

Findings:  No study included

APA Citation:  Graham, E., & Walker, T. (2013). What flipped classrooms can (and can't) do for education. Retrieved 15 November 2016, from http://neatoday.org/2013/03/29/what-flipped-classrooms-can-and-cant-do-for-education/

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Flipping My Classroom:  The Flipped Classroom a Paradigm Shift

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Flipping My Classroom:  The Flipped Classroom a Paradigm Shift

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Source:  Popular

Abstract:  Burns (2016) emphasizes the importance of teachers accepting that the normal ways of teaching/instruction have to change in order to keep up with the changes in education.  Burns states that teachers have to change their instruction to fit the “digital revolution”.  One way of doing that is through video instruction.  Burns states that teacher can’t be replaced, but their instruction can be.  If video instruction can influence student learning, then students should participate in it.

Findings:  There were no findings.

APA Citation:

Burns, M. (2016). Flipping my primary classroom: The flipped classroom a paradigm shift. Education Technology Solutions.

Retrieved November 16, 2016, from http://www.educationtechnologysolutions.com.au/2016/04/the-flipped-classroom-a-paradigm-shift

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Source:  Practitioner

Abstract:  In this article the authors discuss how screencasting can be beneficial to the instruction of a flipped classroom.  They also discuss how screencasting is beneficial to visual learners.  They state that many visual learners can benefit from this type of instruction.

Findings:

Screen casting is a great way for students and teachers to conference.

APA Citation:  Ruffini, Michael F. (2014) Blending face-to-face and flipping.

Retrieved November 16 2016, from https://thejournal.com/articles/2014/09/03/blending-face-to-face-and-flipping.aspx

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Source:  Practitioner

Abstract:  Jones (2016) addresses the correlation of Bloom’s Taxonomy and the flipped classroom method.  Jones states that the flipped classroom environment provides students with a supportive classroom environment for them to tackle higher cognitive work.  One of the advantages of a flipped classroom is that the teacher is available to assist in the more difficult learning that students are actively participating in.  Jones does state that there are drawbacks of implementing a flipped classroom environment.  One of the biggest drawbacks is that teachers have to take extra time to record their instruction.  One of the biggest disadvantages for the students is making sure that they have the proper equipment.

Findings:  After a study performed on students at the University of Villanova University, results showed that students made significant gains in academic achievement. Specifically, the weaker students, scoring 10% higher than weaker students performing in a traditional classroom. As Jones sees the popularity of flipped classrooms increase, he also notes how the creativity, inquiry, and collaboration yields such academic achievement. He recommends teachers give "flipping the classroom" a try.

APA Citation:

Jones, G. (2016). What are Flipped Classrooms? Retrieved November 17, 2016, from http://www.edudemic.com/flipped-classrooms-2/

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5 Best Practices for the Flipped Classroom

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5 Best Practices for the Flipped Classroom

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Source:  Practitioner

Abstract:  Miller (2012) thinks that the flipped classroom is the next step of pushing teachers to think outside of the box.  He doesn’t think that the flipped classroom is the answer to solving education problems, but it is a step in the right direction.  For the flipped classroom to be effective, Miller believes that there are five steps that teachers must consider.  Teachers have to remember that students are watching videos, and just because they are watching a video doesn’t mean that they will be engaged.  The teacher has to make the students see the relevance in the lesson.  Teachers need to create classroom projects that assess the instruction taught in the video.  This will allow the students to engage in the learning and as a result, they may see the importance of what they are learning.  Teachers also have to consider how the technology will be used, if everyone will watch the video, and what will happen if a student doesn’t have access to a device.  Teachers and students must reflect upon instruction.  If there is no reflection then the instruction will not be consistently effective.  The final thing that teachers must consider is to make sure that there is a time and place for the implementation and success.  Teachers have to make sure that videos are short and to the point.  They also have to consider what they will do for students that do not have access to the videos outside of the classroom.

Findings:

There were no actual statistical findings and the piece is subjective.  However, the author does think that a flipped classroom can be effective if teachers take the time to construct an environment in changing their instructional practices.

APA Citation:
Miller, A. (2012). 5 Best Practices for the Flipped Classroom. Edutopia. Retrieved 19 November 2016, from https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller