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Source: Practitioner
Abstract: Jones addresses the correlation of Bloom's Taxonomy in alignment with the flipped classroom concept. Passive-style learning is of the lower intellectual level while evaluation, synthesis, and application are higher level. Flipped classroom instruction gives students ease, knowing additional help can be applied. Students can also learn at their own pace.
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 May 25, 2018, from http://www.edudemic.com/flipped-classrooms-2/
http://www.edudemic.com/flipped-classrooms-2/

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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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Source: Practitioner

Abstract: Math teachers Amy Kilmer and Ed Ventry gave the flipped classroom a try in hopes to have more time for active learning and one-to-one instruction. Students received guided notes to go along with recorded math lessons. Homework assignments as well as active assignments were completed during class time in order to increase student achievement in a more efficient way.
Findings: In the honors Algebra II/Trigonometry math class, 83% of students in the math class passed the Regents Exam, compared to 71% the year before. 35% of the students received mastery compared to 14% the year before. In the General Algebra Class, 55% of the class passed, compared to 35% the year before. 7% achieved mastery, compared to 4% the year before. In this study, it can be concluded that the flipped classroom does impact the greater learning of Algebra II/Trigonometry as well as the General Algebra math classes.
APA Citation:
Granata, K. (n.d.). Study assesses effectiveness of. Study Assesses Effectiveness of Flipped Classroom Approach. Retrieved May 25, 2018, from http://www.educationworld.com/a_curr/case-studies-effectiveness-flipped-learning-classroom.shtml
https://goo.gl/Ihpz6j

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The Flipped Mobile Classroom: Learning "Upside Down"

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The Flipped Mobile Classroom: Learning "Upside Down"

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Source: Practitioner
Abstract: Ninth grade English teacher Beth Holland struggled to find ways to teach students reading strategies and literary conventions in an active, engaging way. She decided to use classroom time to perform theatre and utilize homework for a more analytical learning experience. Students in class used Animoto to showcase their learning of vocabulary and key concepts expressed throughout the text.
Findings: Daily, students of the 8th grade English class watched and collaborated on the videos. Ninth grade students presented their videos, giving them a sense of ownership and providing an assessment for Holland. She found that students were established as experts and
APA Citation:
Holland, B. (2013).The Flipped Mobile Classroom: Learning "Upside Down". Retrieved May 24, 2018, from https://www.edutopia.org/blog/flipped-classroom-learning-upside-down-beth-holland
https://www.edutopia.org/blog/flipped-classroom-learning-upside-down-beth-holland

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The flipped classroom: in elementary school, too?

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The flipped classroom: in elementary school, too?

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Source: Popular
Abstract: Dreambox recalls that the implementation of a flipped classroom takes the attention away from the teacher and mainly on the students and their learning. Bergmann's noted strengths of a flipped classroom include transferring the ownership of the learning to the students, personalize learning of all students, and gives teachers longer to emphasize on deeper learning opportunities.
Findings: Popular sources may not involve a study and may not include findings.
APA Citation:
D. (2014). The flipped classroom: In elementary school, too?  Retrieved May 24, 2018, from http://www.dreambox.com/blog/flipped-classroom-elementary-school-too
https://goo.gl/MzXKYC

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Source: Popular
Abstract: Acedo addresses the objective behind a flipped classroom: to enhance the learning experience by spending more time on covering materials through cooperative experiences. Several "pros" to conducting a flipped classroom include the following: students have more control, it promotes student-centered learning and collaboration, lessons and content are more accessible, easy access for parents, and it has proven to be more efficient. Mercado also mentioned several "cons" when teaching in a flipped classroom: it can create a digital divide, it relies on preparation and trust, there is significant work, and is not a prepare students for a test-form of learning. He also mentions that teachers should beware of utilizing the majority of class time with a video. This lessens student face to face interaction.
Findings: Popular sources may not involve a study and may not include findings.
APA Citation:
Acedo, M. (2013). 10 Pros and Cons of a Flipped Classroom. Retrieved May 23, 2016, from http://www.teachthought.com/learning/blended-flipped-learning/10-pros-cons-flipped-classroom/
https://goo.gl/LtHGpV

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Source: Popular
Abstract: This blog post offers advice to K-8 teachers who have interest in flipping the classroom. Jon mentions that the concept is to flip the lesson, not the class. Picking a struggling concept or topic is a great starting point when trying to decide the content to address. He recommends 1-2 minute videos for grades 1 and 2. Easy access, whether through YouTube or a QR code should be addressed. Make sure their is a way of evaluation (note-taking, quiz, etc.). Most importantly, find out where the video best fits the lesson. It is recommended that the video be shown in the middle of the lesson so teachers can catch misconceptions of the content.
Findings: Popular sources may not involve a study and may not include findings.
APA Citation:
Bergmann, J. (2012). Flipping the elementary classroom. Retrieved May 24, 2018, from http://www.jonbergmann.com/flipping-the-elementary-classroom/
https://goo.gl/W2urpU

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From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking

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From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking

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Source: Peer Reviewed
Methods: Quantitative (survey questionnaire- on a numerical scale) and Qualitative (test that examines novelty, flexibility, and fluency regarding creativity). Twenty-seven students received flipped classroom instruction in order to measure the impact on creative thinking. Before class, students watched lectures online through YouTube, while they spent in-class time in discussion, collaboration, and problem-solving. At the end of the study, students completed a questionnaire that assessed their views on the flipped classroom.
Findings: The findings suggest that students were more in favor of the flipped classroom approach to learning. Results show that the flipped classroom facilitated creativity, especially in regards to novelty, fluency, and flexibility. With these given results, it can be concluded that the flipped classroom approach supports higher-order thinking skills.
APA Citation:
Abdulrahman, M., & Al-Zahrani. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal Of Educational Technology, 46(6), 1133-1148. doi:10.1111/bjet.12353
https://goo.gl/ulpTDh

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Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

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Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

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Source: Peer Reviewed
Methods: Qualitative (2 student questionnaires measuring perception and emotion, online quizzes, final presentation). The purpose of this study is to evaluate the emotions and perceptions experienced by students undergoing the flipped classroom. One week prior to lecture, sixty-five students in a science class watched video lessons and had access to written materials and flash simulators of scientific content. Students completed multiple choice quizzes online to review content and gave the instructor a chance to gauge their learning prior to class time. The 50 minute course was devoted to the application of the content learned from the video lessons. Students also spent in-class time working on numerical and non-numerical as well as real world problems. Throughout this 50 minute period, the professor acted as an observer and guided the lesson when misconceptions arose. At the end of the lesson, students had to submit a working report of all the tasks completed in class. At the end of the semester, students completed two questionnaires that collected information regarding students' emotions and perceptions.
Findings:
At the end of the lesson, students had to submit a working report of all the tasks completed in class. At the end of the semester, students completed two questionnaires that collected information regarding students' emotions and perceptions. Results from the questionnaires showed that students had an overall positive perception of the flipped classroom setting. Over 80% of the students reported they had a valuable learning experience. More students reported experiencing positive emotions such as fun and enthusiasm, while the minority reported experiencing boredom and fear.
APA Citation:
Jeong, J., González-Gómez, D., & Cañada-Cañada, F. (2016). Students' perceptions and emotions toward learning in a flipped general science classroom. Journal Of Science Education & Technology, 25(5), 747-758. doi:10.1007/s10956-016-9630-8
https://goo.gl/LVstql

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Building a Cooperative Learning Environment in a Flipped Environment 

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Building a Cooperative Learning Environment in a Flipped Environment 

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Source: Peer Reviewed
Methods: Qualitative (online quizzes and activities, written evaluations, final presentation). A study was conducted in order observe the effectiveness of a flipped classroom in a project management course. Students completed a 5 milestone project proposal and reflected upon their learning experience in regards to learning content through digital videos and implementing during instructional time.
Findings: Students found the combination of a flipped classroom combined with cooperative learning, was of great value to their learning experience. Through this study, students have learned how to balance the scope, time, and budget of a project, yielding a bridge between business and academics. More time spent on discovery and application allowed the instructors to carefully critique and catch any misconceptions the students demonstrated. Cooperative learning enhanced the learning experience due to peer interaction and collaboration.
APA Citation:
Kuan-Chou, C., & Keh-Wen "Carin", C. (2016). Building a cooperative learning environment in a flipped classroom. Academy Of Educational Leadership Journal, 20(2), 8-15.
https://goo.gl/bipqFi