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Source: Popular
Abstract: Jonathan Bergman and Aaron Sams found that when their students were able to start reviewing lessons at home, additional time started being opened up in the classroom for more engaging, productive activities. A flipped classroom is where instructional material is provided for students online in videos, rather than just using textbooks to learn materials. By doing this, more time is devoted to hands on activities in the classroom and additional help for those students struggling with the concept. In all, flipped learning keeps students more engaged, teachers can provide more personalized learning, and students can work at their own pace.
Findings: According to the Flipped Learning Network, 78% of teachers said they had flipped a classroom, and 96% of those that tried it, would recommend it to others.

APA Citation:
The Teacher's Guide To Flipped Classrooms. (n.d.). Retrieved May 24, 2018, from http://www.edudemic.com/guides/flipped-classrooms-guide/

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Source: Popular
Abstract: While there is no one model, the core idea is to flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class. The outgoing students, most of the time, are the students who are constantly engaged in the lesson. They ask questions and try to solve the problems. The struggling students tend to daze off or have behavioral issues. Teachers are given the opportunity to spend more time with these struggling students. They build more confidence, strive to complete their homework, and work on more challenging problems. When teachers create their own videos, they are forced to pay attention to the details of their lesson, the examples used, the visual representation, and the development of aligned assessment practices.

Findings: Flipped classroom teachers almost universally agree that it’s not the instructional videos on their own, but how they are integrated into an overall approach, that makes the difference. It does take a little for the students to get used to this type of instruction. However, as the year progresses, the study noticed that students were asking better questions and thinking more deeply about the content.

APA Citation:
Tucker, B. (2017, September 12). The Flipped Classroom. Retrieved May 24, 2018, from http://educationnext.org/the-flipped-classroom/

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100 Videos and Counting: Lessons From a Flipped Classroom

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100 Videos and Counting: Lessons From a Flipped Classroom

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Source: Popular
Abstract: Teachers should not focus too much on incorporating a "wow" factor in their lesson, rather more baseline content to deeper, more expansive targets. Students should have the ability to investigate, evaluate, and apply new knowledge in different ways. Educanon is a delivery platform that allows teachers to track student data by assigning quizzes based on the video content on a lesson.
Findings: After making 100 videos, Joe Hirsch's research finds that teachers should keep their videos simple, employ differentiated instruction tools, and respect student's schedules.

APA Citation:
Hirsch, J. (2015, October 19). 100 Videos and Counting: Lessons From a Flipped Classroom. Retrieved May 25, 2018, from https://www.edutopia.org/blog/100-videos-lessons-flipped-classroom-joe-hirsch

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Report: Flipped Classroom Market in North America to Grow 35% Over Next 4 Years

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Report: Flipped Classroom Market in North America to Grow 35% Over Next 4 Years

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Source: Practitioner
Abstract: The flipped classroom models provides students with video lectures prior to classes. Teachers and students have an unlimited amount of access to a video library at any time. Students can study at their own pace, along with rewinding lesson material to re-study it, especially if they missed a lesson.
Findings: The flipped classroom market is expected to grow at a compound annual growth of 35% between 2016 and 2020, according to a new report by market research firm, Technavio.

APA Citation:
Change, R. (2016, November 01). Report: Flipped Classroom Market in North America to Grow 35% Over Next 4 Years. Retrieved May 25, 2018, from https://thejournal.com/articles/2016/11/01/report-flipped-classroom-market-in-north-america-to-grow-35-percent-over-next-4-years.aspx

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Source: Practitioner
Abstract: There are 4 pillars that support effective flipped learning. The first one is a flexible environment, meaning that teachers should expect the classroom to be a little louder, and adjust expectations for learning assessments. The second one is a culture shift. This means that the classroom will become student-centered. The third pillar is intentional content. This means that teacher needs to evaluate what they need to teach directly so that classroom time can be managed efficiently. The fourth pillar relates to professional educators. These videos cannot replace trained, educated professionals.
Findings: According to the Flipped Learning Network, these 4 critical elements are what is found in common throughout classrooms that successfully implement flipped learning.
APA Citation:
Nagel, D. (2013, June 18). Report: The 4 Pillars of the Flipped Classroom. Retrieved May 25, 2018, from https://thejournal.com/articles/2013/06/18/report-the-4-pillars-of-the-flipped-classroom.aspx

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Interest in Flipped Classrooms Surpasses Other Digital Learning Trends

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Interest in Flipped Classrooms Surpasses Other Digital Learning Trends

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Source: Practitioner
Abstract: A flipped classroom has significant effects on teaching and learning. The flipped model is gaining the attention of educators who are interested in improving student achievement and teacher effectiveness by leveraging digital tools to enable innovation.
Findings: According to Speak Up 2013 National Research Project Findings: A Second Year Review of Flipped Learning, a quarter of administrators identified flipped learning as having a major effect on teaching and learning, compared to only 21 percent who identified educational games and mobile apps and 19 percent who identified professional learning communities for educators has having a significant effect.

APA Citation:
Meyer, L. (2014, March 21). Report: Interest in Flipped Classrooms Surpasses Other Digital Learning Trends. Retrieved May 25, 2018, from https://thejournal.com/articles/2014/03/21/report-interest-in-flipped-classrooms-surpasses-other-digital-learning-trends.aspx

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The Flipped Classroom: A Twist on Teaching

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The Flipped Classroom: A Twist on Teaching

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Source: Peer-Reviewed
Abstract: Students had more opportunities to get better support working out problems. As access is more readily available and more data is available to support the improved learning and student engagement, more teachers will be willing to implement a flipped classroom.  The flipped classroom can be used to enhance learning and is not meant as a means to just record boring class lectures and force the students to watch them on their own time.

Findings:
APA Citation: Fifty-eight teachers were surveyed regarding the flipped classroom approach. Of the 58 teachers 21 were brand new teachers with 1-2 years experience.  13 teachers had 2-5 years of experience and 24 teachers had more than 5 years of teaching experience. All of the teachers reported increased student engagement, improved student scores, and less incomplete assignments.

APA Citation:
Schmidt, S. P., & Ralph, D. L. (2016). The Flipped Classroom: A Twist on Teaching. Contemporary Issues Is Education Research, 9(1), 1-6. Retrieved May 26, 2018, from https://ezproxy.una.edu/login?url=https://search-proquest-com.ezproxy.una.edu/docview/1757523524?accountid=14668

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Flipped Classroom Instruction for Inclusive Learning

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Flipped Classroom Instruction for Inclusive Learning

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Source: Peer-Reviewed
Abstract: Flipping the classroom can assist in differentiating instruction to meet the needs of students with learning difficulties. Struggling students get the most help because the teacher is able to serve as a learning coach. The teacher can plan the lessons to align with the multiple levels of student achievement. Assistive technology can be used to help capture knowledge by using text-to-speech software, word processors, and alternative keyboards.

Findings: The research was

accomplished through a pre-test/post-test quasi-experimental design. The 82 high

school students who participated in the study were divided into experimental and

control groups. The findings of the study indicated a significant difference in the

learning achievement and motivation of students in the flipped classroom environment, with students being highly satisfied and positive about the flipped classroom. The results indicated that in this study, the flipped classroom was better

than the teacher-centered approach in the conventional method of teaching, and the flipped classroom benefited lower achievers more than high and average

achievers.

APA Citation: Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education, 44(3), 341-358. doi:10.1111/1467-8578.12177
https://onlinelibrary-wiley-com.ezproxy.una.edu/doi/epdf/10.1111/1467-8578.12177

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Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

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Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

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Source: Peer-Reviewed
Abstract: A statistically signiﬁcant difference was found on all assessments with the ﬂipped class students performing higher on average. In addition, most students had a favorable perception about the ﬂipped classroom noting the ability to pause, rewind and review lectures, as well as increased individualized learning and increased teacher availability.
Findings: A science class was randomly divided into two groups, one with 51 students and the other with 52. Group 1 was taught in a traditional classroom setting, while Group 2 was taught using the flipped model of instruction. In this study, students' performance was significantly higher when the flipped model was followed.
APA Citation: Cañada, F., González-Gómez, D., Su Jeong, J., & Rodríguez, D. (2016). Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom. Journal of Science Education and Technology, 25(3), 450-459. Retrieved May 30, 2018, from https://link-springer-com.ezproxy.una.edu/article/10.1007/s10956-016-9605-9