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Is Flipped Learning Really that Effective? You Might Be Surprised

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Is Flipped Learning Really that Effective? You Might Be Surprised

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Source: Popular

Abstract: The results of flipped instruction have been pretty positive.  Teachers have realized they want to try “flipping” their classroom, but they need more resources and training to do it correctly.
Findings:  Some administrators are wanting pre-service teachers to learn how to set up a “flipped” classroom.  Educators should reconsider what they are teaching and how they instruction is delivered.
APA Citation: Guymon, Dave.  (2014).  Is flipped learning really that effective?  You might be surprised.  GettingSmart.  Retrieved from https://www.gettingsmart.com/2014/03/flipped-learning-really-effective-might-surprised/

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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: During a study, two professors taught the same course, but one was taught the traditional way while one was taught in a flipped classroom.
Findings: Some students reported that they felt like the flipped classroom had a heavier amount of workload, since they had to watch the lengthy lecture videos.  There are no real results about the “flipped classroom.”   “Flipping” can work if you “flip” correctly.  Professors must have things to do during their original lecture time, since students will have already watched the lecture videos.
APA Citation: Atteberry, E.  (2013).  'Flipped classrooms' may not have any impact on learning.  USAToday.  Retrieved from https://www.usatoday.com/story/news/nation/2013/10/22/flipped-classrooms-effectiveness/3148447/

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10 Tips for Your Best Flipped Learning Classroom Activities

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10 Tips for Your Best Flipped Learning Classroom Activities

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Source:  Popular
Abstract: This blog contains some useful tips and solutions to help teachers making their own videos and screencasts for their flipped instruction.  These tips can help with “growing pains.”
Findings: The following are tips from the blog:

1. Writing the Script

2. Choosing the Method

3. Content Curating

4. Accountability

5. Achieving Access for All

6. Testing for Comprehension

7. Conquering the Fear of Beginning

8. Rethink Your Role

9. Getting Administrators/Parents on Board

10. Overcoming Student Resistance

Each tip has additional information and informative videos to watch.

APA Citation: Watanabe-Crockett, L.  (2018).  10 tips for your best flipped learning classroom activities.  Wabisabi Blog.  Retrieved from https://globaldigitalcitizen.org/tips-flipped-learning-classroom-activities

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Source: Practitioner
Abstract: Hertz discusses flipped instruction in the classroom.  She states that certain videos and software should not replace the teacher however.  The teachers are there to support the teachers more one-on-one when needed.   In contrast, Hertz discusses why flipped classrooms may not work.  Limited access to technology is one concern.
Findings:  She goes on to discuss why flipped instruction is not anything new.  Learning should always be centered around the student and not the teacher.  Flipped instruction can inspire teachers to change their thinking and teacher.  In addition, it can bring more technology into the classroom.
APA Citation:  Hertz, M. B.  (2012).  The flipped classroom: Pro and con.  Edutopia.  Retrieved from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

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10 EdTech Tools for the Flipped Classroom

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10 EdTech Tools for the Flipped Classroom

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Source: Practioner
Abstract: Flipped instruction has many benefits according to this article.  One is that teachers can have more class time to help students with content that they may not master or understand.  In turn, this means more individualized instruction and less time listening to “boring lectures in class.”
Findings:  This article discusses 10 edtech tools that are useful for a flipped classroom.   It also gives a short description with each tool.  The tools are listed: PlayPosit, Edpuzzle, Screencastify, TES Teach with Blendspace, Verso, ClassFlow, NOVA, Redbird Mathematics, Ted-Ed, and HippoCampus.
APA Citation: Lynch, M.  (2017).  10 edtech tools for the flipped classroom.  The Tech Edvocate.  Retrieved from https://www.thetechedvocate.org/10-edtech-tools-flipped-classroom/

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Source: Practitioner
Abstract:  This article discusses tools that help students advance their work at home or in class.  In return, teachers can easily track students work and assess their understanding.
Findings:   Some of the tools listed are the following: Google Classroom, Edpuzzle, Padlet, and Quizziz.  These tools can help allow teachers to implement flipped instruction.  Students can work on their own at home or school.  In addition, flipped instruction can provide more individualized learning for students.

APA Citation:  Petty, V.  (2018).  4 tools for a flipped classroom. Edutopia.  Retrieved from https://www.edutopia.org/article/4-tools-flipped-classroom

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Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

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Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

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Source: Peer-Reviewed
Abstract:  16 participants/teachers implemented flipped teaching, and pretests and posttests were used to measure student academic performance.  In addition, teacher surveys were administered to collect data on student perception and teacher satisfaction.
Findings:  Most of the time, the flipped classroom demonstrated higher student achievement, positive student perception, and higher teacher satisfaction compared to the traditional teaching.  The majority of students were satisfied with the flipped classroom model.
APA Citation: Unal, Z., & Unal, A. (2017). Comparison of student performance, student perception, and teacher satisfaction with traditional versus flipped classroom models. International Journal of Instruction, 10(4), 145–164. Retrieved from https://ezproxy.una.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip&db=eric&AN=EJ1155632&site=eds-live&scope=site

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Building Collaboration in the Flipped Classroom: A Case Study

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Building Collaboration in the Flipped Classroom: A Case Study

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Source: Peer-Reviewed
Abstract: In this study, 26 undergraduate female students participated in a research study to see if a flipped classroom affect learning outcomes, such as critical thinking, time management, and productivity.  The participants were enrolled either in an interior design history course of a food and nutrition course.  They took a survey containing quantitative questions and qualitative questions.
Findings:  This finding suggests that, “after experience both flipped and traditional classrooms, students were slightly more open and positive toward flipped classroom learning at the beginning of the semester.  Team collaboration became prevalent and positive through the use of flipped instruction, interactions with classmates, activities, and getting to know classmates. Flipped classrooms allowed for more group collaboration in a learning environment.  However, “learning” was the worst part of flipped classrooms by the end of the semester.  Students felt like their peers were teaching them by the end of the semester rather than their instructors.
APA Citation:  Gomez-Lanier, L. (2018). Building collaboration in the flipped classroom: A case study. International Journal for the Scholarship of Teaching and Learning, 12(2). Retrieved from https://eric.ed.gov/?q=flipped+&pr=on&ft=on&pg=2&id=EJ1186067

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Flipping the Classroom for English Language Learners to Foster Active Learning

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Flipping the Classroom for English Language Learners to Foster Active Learning

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Source: Peer-Reviewed
Abstract: In this quasi-experimental design, Hung combined flipped instruction into language classrooms using a WebQuest learning strategy.  This study examined the impacts of flipped instruction on English language learners’ academic performance, learning attitudes, and participation.
Findings:  The structured and semi-structured flipped lessons were more effective instructional designs than the non-flipped lessons.  The structured and semi-structured flipped lessons helped the students attain learning, develop better attitudes, and participate more in the learning process.
APA Citation:  Hung, H.T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96. Retrieved from https://ezproxy.una.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=cookie,ip&db=eric&AN=EJ1047667&site=eds-live&scope=site