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Investigating the Use of the Khan Academy and Mathematics Software witha Flipped Classroom Approach in Mathematics Teaching

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Investigating the Use of the Khan Academy and Mathematics Software witha Flipped Classroom Approach in Mathematics Teaching

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Source: Peer Review
Abstract: The purpose of the study was to determine the effect of a flipped classroom approach by using Khan Academy and mathematics software on students. The research was conducted with both qualitative and quantitative data.
Findings: The study was conducted with 28 students, 10 males and 18 females. The research showed that Khan Academy was a more effect source for flipped instruction than the mathematics software. Khan Academy open students up to so much more material and helps to enhance their learning.
APA citation: Zengin, Y. (2017). Investigating the use of the khan academy and mathematics software with a flipped classroom approach in mathematics teaching. Journal Of Educational Technology & Society, 20(2), 89-100.

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Reverse teaching: Exploring student perceptions of “flip teaching”

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Reverse teaching: Exploring student perceptions of “flip teaching”

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Source: Practitioner
Abstract: This study was performed to get students perception on flipped teaching. Interviews were conducted to get in-depth conceptualizations of reverse teaching from students point of view.
Findings: The overall results of the interviews showed that the students found flip teaching to be more interesting than face to face lectures. Students state that going to class began to become pointless because of the lack of engagement. Flip teaching a interest because of the flexibility and they were able to move at their own pace.
APA citation: Nguyen, Bang, et al. “Reverse teaching: Exploring student perceptions of “flip teaching”.” Active Learning in Higher Education, vol. 17, no. 1, 2015, pp. 51–61. Sage Journals, doi:10.1177/1469787415616727.

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Three Ways theFlipped ClassroomLeads to BetterSubject Mastery

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Three Ways theFlipped ClassroomLeads to BetterSubject Mastery

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Source: Peer Review
Abstract: This article provide research on three ways a flipped classroom leads to better mastery in the classroom. Flipped learning was developed to bring what students do for homework back into the classroom. Students are able to watch videos related to their content. The benefit of the flipped classroom is using the videos as a teaching tool to deliver direct instruction at home. Three topics were discussed that leads a flipped classroom to better subject mastery; Truly personalized learning, assessment, and reporting mastery instead of points.
Findings: It was stated that personalized learning has a better mastery, because students are able to chose what that will do to learn and practice the content. The students are able to take full control of their learning. Flipping the classroom also gives students time to explore what they need to learn and also how they want to learn the material. Next, assessments don't have to be about the points scored, or points possible, the teacher can look at questions the students have answered to determine their mastery based off their answers to the questions. Finally, reporting mastery instead of points allows the teacher to determine what instruction type would be best for his/her classroom.
APA citation:  Sams, A., & Aglio, J. (2017). Three ways the flipped classroom leads to better subject mastery. Education Digest, (5), 52.

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Flipped Classroom with Problem Based Activities: Exploring Self-regulatedLearning in a Programming Language Course 

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Flipped Classroom with Problem Based Activities: Exploring Self-regulatedLearning in a Programming Language Course 

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Source: Peer Review
Abstract:  This study intended to explore the development of self-regulation in a flipped classroom setting Çakıroğlu & Mücahit (2017). The study was conducted to provide suggestions for using problem based activities in flipped learning. Qualitative data was collected  through various options. The study included 30 students from  the University of Turkey
Findings: The study showed that students are more likely to comprehend the lesson in a face to face setting verses watching the videos at home.
APA citation:   Ünal Çakıroğlu, a., & Mücahit Öztürk, a. (2017). Flipped classroom with problem based activities : Exploring self-regulated learning in a programming language course. Journal Of Educational Technology & Society, (1), 337.

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The flipped classroom andcooperative learning: Evidencefrom a randomized experiment

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The flipped classroom andcooperative learning: Evidencefrom a randomized experiment

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Source: Practitioner
Abstract: This article describes a study that compares the effectiveness of a flipped classroom to the traditional lecture based classroom. The traditional lecture classroom is the most popular classroom for higher education and is normally in the classroom setting. The flipped classroom has now become the same, but now students have access to their learning outside of the classroom.
Findings: In the first study, students mostly worked alone during class time and had access to all videos at the beginning of the course, which allowed students to move at their own pace. During this study their were no cooperative learning activities. The second study is where all the students were working on the same activities at the same time. The students were required to work in a cooperative setting with groups. The study showed that students that work in a cooperative flipped classroom (study 2) score better on both a pre-test and post-test versus students in a traditional lecture classroom (study 1). The support of cooperative groups helped the students tremendously.
APA citation: Foldnes, Njål. “The flipped classroom and cooperative learning: Evidence from a randomised experiment.” Active Learning in Higher Education, vol. 17, no. 1, 2016, pp. 39–49. Sage Journals, doi:10.1177/1469787415616726.

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The Teacher's Guide To: Flipped Classrooms

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The Teacher's Guide To: Flipped Classrooms

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Source: Popular Source
Abstract: In this article it states that incorporating a flipped classroom makes a veteran teacher completely re-think how they've done their job a certain way for years. And it comes with some extra work.The benefits that were discussed in this article on the flipped classroom were: it keeps the students more engaged, teachers provide more personalized attention, and students can work at their own pace. It was stated that teachers now use the flipped classroom, but they change it to fit their students needs and their classroom. For example, an evolved flipped classroom (where it doesn't have to always be about the videos) and the faux flipped classroom (where students watch the assigned videos in the classroom).
Findings: Popular sources may not involve a study or research findings.
APA citation: Edudemic. (2004). The teacher’s guide to: Flipped classrooms. Retrieved December 02, 2017, from http://www.edudemic.com/guides/flipped-classrooms-guide/

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A Critical Review of Flipped Classroom Challenges in K-12 Education: Possible Solutions and Recommendations for Future Research

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A Critical Review of Flipped Classroom Challenges in K-12 Education: Possible Solutions and Recommendations for Future Research

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Source: Practitioner
Abstract: The purpose of this article was to reveal and address challenges with the flipped classroom. In this article, 2 flipped classrooms were analyzed in terms of their flipped learning activities, student achievement, student attitude, and challenges encountered (Chung Lo,. Hew K., 2017)
Findings: The results of the study showed that in class and pre-class activities along with videos had a positive impact on student achievement in a flipped classroom. Though the flipped classroom has a positive impact on student achievement, challenges were also discovered. The challenges were student related (videos may have come off boring and uninteresting) faculty related (preparation takes up a lot of time), and operational (technology is sometimes not reliable.
APA citation: Lo, Chung, and Khe Hew. “A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research.” Research and Practice in Technology Enhanced Learning, vol. 12, no. 4, 2017. Enhanced Learning, doi:10.1186/s41039-016-0044-2.

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Source: Popular Source
Abstract: In this article Mike Acedo discusses the pros and cons of a flipped classroom. Mike stated that the main goal of a flipped classroom is to enhance student learning and achievement by reversing the traditional model of the classroom and focus on students learning and understanding. The pros that were discussed in thins article were: students have more control, it promotes student-centered learning and collaboration, lessons and content are more accessible, easier for parents to see whats going on, and it can be more efficient. The cons discussed were: It can create or exacerbate a digital divide, it relies on preparation and trust, there is significant work on the front end, not naturally a test prep form of learning, and time in front of screens–instead of people and places–is increased. Mike also stated that besides the pros and cons of the flipped classroom, it is still a very effective hands-on approach for the classroom.
Findings: Popular Sources may  not involve a study or research findings
APA citation: Acedo, M. (2017, June 15). 10 Pros And Cons Of A Flipped Classroom. Retrieved December 02, 2017, from https://www.teachthought.com/learning/10-pros-cons-flipped-classroom/

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Source: Popular Source
Abstract: In this article, a middle school teacher Shelley Wright explains her first thoughts and love for a flipped classroom. She also explained how her students as well as herself benefited from a flipped classroom. Shelley enjoyed the fact that her students were taking control of their learning and her classroom was strictly student centered. Although she loved the flipped classroom, she saw that it was slowly fading out of her classroom. Her students begin to differentiate their own instruction without the use of videos or the help of their teacher. Instead of the flipped classroom, Shelley allowed her students to learn at their own pace. She gave them the topic they would be studying for the next few weeks, and allowed them to take it  into their own hands. They were of course allowed to talk with her and their peers when they need help on any understandings.
Findings: Popular sources may not involve a study and may not include findings.
APA citation: Wright, S. (2012, October 08). The flip: nd of a love affair. Retrieved December 02, 2017, from http://plpnetwork.com/2012/10/08/flip-love-affair/