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Enhancing Student Engagement Using the Flipped Classroom

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Enhancing Student Engagement Using the Flipped Classroom

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Source: Peer Reviewed
Abstract:
The flipped classroom is an innovative pedagogical approach that focuses on learner-centered instruction. The purposes of this report were to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses. The template provided enables faculty to design before, during, and after class activities and assessments based on objectives using all levels of Bloom's taxonomy. The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students.

Findings:
The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students.

APA Citation:
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing Student Engagement Using the Flipped Classroom. Journal of Nutrition Education and Behavior, 47(1), 109-114.

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 Flipped Instruction with English Language Learners at a Newcomer High School 

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 Flipped Instruction with English Language Learners at a Newcomer High School 

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Source: Peer Reviewed
Abstract:
Research on flipped instruction with English Language Learners (ELLs) is sparse. Data-driven flipped research conducted with ELLs primarily involves adult learners attending a college or university. This study examined the academic performance of secondary ELLs who received flipped instruction in an algebra course at a newcomer school compared to ELLs enrolled in the same course who received traditional instruction, and investigated ELLs’ perceptions of flipped instruction. Findings indicate students enrolled in the flipped course enjoyed the course structure more than a traditional classroom and performed slightly higher than ELLs who received traditional instruction. However, there was no statistical significant mean difference in the academic performance from students enrolled in algebra with flipped instruction compared to students enrolled in the same course with no flipped instruction

Findings:
Results shows that the students who were enrolled in the flipped instruction enjoyed the structure more. However the results showed these students score only a slightly higher than students who received traditional instruction. There was also no significant mean in the academic performance from students enrolled in flipped instruction compared to the students who were  enrolled in the same course without flipped instruction.
APA Citation:
J. GRAZIANO, K. and D. HALL, J. (2017). Flipped Instruction with English Language Learners at a Newcomer High School. Journal of Online Learning Research, 3(2), pp.175-196.

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Best Practices for Launching a Flipped Classroom

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Best Practices for Launching a Flipped Classroom

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Source: Peer Reviewed
Abstract:
Popularity is growing for flipped classroom instruction, which replaces lectures with out-of-class delivery of streaming video, reading materials, online chats, and other modalities. Face-to-face class time is spent on instructor-student and student-student interaction, including small group problem solving and discussion. Classroom flipping has its advocates and critics. Because of the theoretical and applied aspects of business and professional communication instruction, courses in the discipline seem ideally suited to flipped instruction. This research reports on perceptions from instructors who have employed the instructional model, summarizes the insights gained, identifies best practices, and makes recommendations for future research and application.

APA Citation:
Hall, A. A., & DuFrene, D. D. (2016). Best Practices for Launching a Flipped Classroom. Business and Professional Communication Quarterly, 79(2), 234–242. https://doi.org/10.1177/2329490615606733

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Flipped classrooms may not have an impact on learning

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Flipped classrooms may not have an impact on learning

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Source: Popular
Abstract:
In a flipped classroom, students watch their professors' lectures online before class, while spending class time working on hands-on, "real world" problems.
The potential of the model has many educators thrilled — it could be the end of vast lecture halls, students falling asleep and boring, monotone professors.
But four professors at Harvey Mudd College in Claremont, California have bad news for advocates of the trend: it might not make any difference.
Findings:
In the end, the professors agreed that a flipped classroom may make sense for some classes, but not others. They also suggested that if you simply not a good professor, then flipping the class wont help.

APA Citation:
Atteberry, E. (2013, December 05). 'Flipped classrooms' may not have any impact on learning. Retrieved December 11, 2017, from https://www.usatoday.com/story/news/nation/2013/10/22/flipped-classrooms-effectiveness/3148447/

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Flipping the class: The new media pedagogy

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Flipping the class: The new media pedagogy

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Source: Popular
Abstract:
Business communication evolves and adapts to suit the times, and today’s workplace documents are increasingly multimodal. Therefore, business and professional communication specialists need to adapt to a new media workplace ecology—one that requires proficiencies with technologies such as video production, digital animation, and sound. Business and professional writing teachers, in turn, need to adopt teaching methods that include working with evolving technologies and be willing to teach multimodal skills to students. In this article I offer a case study of a flipped learning pedagogy to teach multimodal skills in the professional writing classroom.

APA Citation:
rduser, L. (2016). Flipping the Class: A New Media Pedagogy. Business and Professional Communication Quarterly, 79(2), 217–233. https://doi.org/10.1177/2329490615624110

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Source: Practitioner
Abstract:
"Try it! You might like it!" is not a sufficient reason for initiating flipped instruction. Although an instructional video can be a valuable tool, is this current focus on the flip being made at the expense of other technologies that should play a role in instruction? Certainly, if educators are going to create videos for learning, they can't just "wing-it and post-it" and assume learners will be engaged. If you are skeptical and unsure about trying flipped instruction, particularly for mathematics, the following questions and considerations for the design of instruction involving video might help you decide and avoid a flip-flop. How does flipping work? Would it be appropriate for all to use instructional video as homework?
Findings:
The bottom line is: Each educator must decide when and where best to include instructional video.  teachers believed video in instruction stimulates discussion (68 percent), increases student motivation (66 percent), and helps them be more effective (62 percent) and creative (55 percent). They indicated students prefer it over other types of instructional resources/content (61 percent) and that video also stimulates students' creativity (47 percent).
APA Citation:
Deubel 01/16/13, B. P. (n.d.). Is It Really Hip to Flip? -- THE Journal. Retrieved December 5, 2017, from https://thejournal.com/articles/2013/01/16/is-it-really-hip-to-flip.aspx

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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:
In the fall of 2013, over 403,000 students, parents, teachers, and administrators were administered the 11th annual Speak Up online surveys asking them questions about their feelings on flipped learning and the use of videos in the classroom. The general consensus among all groups of participants is that flipped learning can be a valuable and innovative instructional strategy.

Findings:
Though flipped learning is still in its infancy, there is no denying that it already has forward-thinking educators reconsidering how instruction should be delivered and what classroom time with students should ultimately be used for. As the Speak Up findings report, “The flipped learning model is gaining the attention of educators who are interested in improving student achievement and teacher effectiveness by leveraging digital tools to enable innovation.”

APA Citation:
Guymon, D. (2014, March 31). Is Flipped Learning Really that Effective? You Might Be Surprised - Getting Smart by Dave Guymon -. Retrieved December 11, 2017, from http://www.gettingsmart.com/2014/03/flipped-learning-really-effective-might-surprised/

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Source: Practitioner
Abstract:
According to the description on ASCD's page for the newly released book, Flip Your Classroom: Reach Every Student in Every Class Every Day, by flipped-classroom pioneers Aaron Sams and Jonathan Bergmann, "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class." In part one of a three-part series of articles, Bergmann, along with two co-authors, tries to dispel some of the myths surrounding the flipped classroom. For instance, they state that the flipped classroom is NOT "a synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important."

Findings:
As long as learning remains the focus, and as long as educators are constantly reflecting and asking themselves if what they are doing is truly something different or just a different way of doing the same things they've always done, there is hope that some of Dewey's philosophies will again permeate our schools. We just need to remember that flipping is only the beginning.

APA Citation:
Hertz, M. B. (2012, July 10). The Flipped Classroom: Pro and Con. Retrieved December 11, 2017, from https://www.edutopia.org/blog/flipped-classroom-pro-and-con-mary-beth-hertz

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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:Practitioner
Abstract:
Since Jonathan Bergman and Aaron Sams first experimented with the idea in their Colorado classrooms in 2004, flipped learning has exploded onto the larger educational scene. It’s been one of the hottest topics in education for several years running and doesn’t seem to be losing steam. Basically, it all started when Bergman and Sams first came across a technology that makes it easy to record videos. They had a lot of students that regularly missed class and saw an opportunity to make sure that missing class didn’t mean missing out on the lessons. Once students had the option of reviewing the lessons at home, the teachers quickly realized the shift opened up additional time in class for more productive, interactive activities than the lectures they’d been giving. And voila: a movement began.

Findings:
The flipped classroom may not be for everyone. It involves some extra upfront work and just might not mesh with the teaching style of every educator out there. But enough of the teachers that have tried it are having success that you may find it worthwhile to experiment with flipping a lesson or two to see what happens.

APA Citation:
The Teacher’s Guide To Flipped Classrooms. (n.d.). Retrieved December 05, 2017, from http://www.edudemic.com/guides/flipped-classrooms-guide/