ABSTRACT 

The flipped classroom has been gaining popularity in recent years. In theory, flipping the classroom appears sound: passive learning activities such as unidirectional lectures are pushed to outside class hours in the form of videos, and precious class time is spent on active learning activities. In order to increase students’ engagement with the course content and to improve their experience with the course, the author implemented a trial of the flipped classroom model for a programming course with pair programming as the predominant in-class active learning activity. Student feedback on this was overall very positive with many respondents considering it effective and helpful for learning. One of the biggest advantages mentioned by students is that they had the option to watch each video lecture as many times as required to be prepared for class.

FINDINGS 

Depending on the active learning activities chosen for classroom time, there could also be more opportunities for students to interact and learn from one another. The author observed that flipping had brought about a positive change to the students’ ownership and responsibility toward learning. He observed much higher engagement during class time and recommends that the flipped classroom model be incrementally introduced to other courses.

CITATION

Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25 (1), 7-11

http://ink.library.smu.edu.sg/cgi/viewcontent.cgi?article=3363&context=sis_research 

Teach students how to listen and ask good questions with these exercises designed to scaffold deep, meaningful collaboration

ABSTRACT

Collaboration in our classrooms... Here’s one coveted scenario: several children gathered at a table engaged in a high-level task, discussing, possibly debating an issue, making shared decisions, and designing a product that demonstrates all this deeper learning. As teachers, we’d love to see this right out of the gate, but this sort of sophisticated teamwork takes scaffolding. It won’t just happen by placing students together with a piece of provocative text or an engaging task. So how do we begin this scaffolded journey? Here are some steps for supporting students in deep and meaningful collaboration.

FINDINGS 

Good listeners are valued but rare in our culture. I share this with students. Have the class generate questions on any given topic, writing each one on the board. Decide on the most pressing and interesting questions of the bunch and discuss with students what makes those particular ones stand out. Talk about the types of questions that more often yield the best responses—those that are open-ended, thoughtful, and sometimes even daring. Learning, and higher-level learning such as synthesizing information from several documents or analyzing scientific data, can hit much deeper when done collaboratively.

CITATION

Alber, R. (2012, December 31). Deeper Learning: A Collaborative Classroom Is Key. Retrieved December 06, 2017, from https://www.edutopia.org/blog/deeper-learning-collaboration-key-rebecca-alber

ABSTRACT

The traditional lecture style of teaching has long been the norm in college science, technology, engineering, and mathematics (STEM) courses, but an innovative teaching model, facilitated by recent advances in technology, is gaining popularity across college campuses. This new model inverts or ‘flips’ the usual classroom paradigm, in that students learn initial course concepts outside of the classroom, while class time is reserved for more active problem-based learning and practice activities. While the flipped classroom model shows promise for improving STEM learning and increasing student interest in STEM fields This study involved 55 students in 2 sections of an applied linear algebra course, using the traditional lecture format in one section and the flipped classroom model in another. In the latter, students were expected to prepare for the class in some way, such as watching screencasts prepared by the instructor, or reading the textbook or the instructor’s notes. Content understanding was measured by the performance on course exams, and students in the flipped classroom environment had a more significant increase between the sequential exams compared to the students in the traditional lecture section. 

FINDINGS

Our review of the literature and results from our own experimentation with a flipped classroom indicate that this approach holds significant promise for successful implementation in introductory courses in STEM disciplines and may support improved student outcomes in STEM courses that are typically considered very challenging by students. In our study, we found that students within a flipped classroom still performed as well as their peers in a traditional classroom on the final exam, representing conceptual understanding. This result is important since the students in the flipped classroom not only did still learn the necessary mathematical skills from their linear algebra course work, but also enjoyed the classes more.

CITATION

Betty Love, Angie Hodge, Neal Grandgenett & Andrew W. Swift (2014) Student learning and perceptions in a flipped linear algebra course, International Journal of Mathematical Education in Science and Technology, 45:3, 317-324, DOI: 10.1080/0020739X.2013.822582

https://doi.org/10.1080/0020739X.2013.822582 

ABSTRACT

Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active non flipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the non flipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.

FINDING

Specifically, this study aimed to address the role of the instructor controlling for the effects of active learning. Because active learning is a well-documented improvement over the traditional lecture approach (Freeman et al., 2014), in order to test the effectiveness of a flipped model that necessarily involves active learning, it is imperative that it be compared with a control model that uses active learning. In doing this comparison, the current study suggests that the flipped approach offers no additional benefits to student learning over a non flipped, active-learning approach. This is the first step in our ongoing research to parse out the causal mechanisms involved in this new methodology. Our future research will involve testing these same causal mechanisms across a wide variety of classrooms and student bodies to confirm the universality of our findings and to shed further light on a new educational innovation

CITATION

Jensen, J. L., Kummer, T. A., & Godoy, P. D. D. M. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE-Life Sciences Education, 14(1), ar5.

http://www.lifescied.org/content/14/1/ar5.full.pdf+html 

ABSTRACT

Cohort of public health students participated in a ‘flipped’ Environmental and Occupational Health course. This paper reports on the design, implementation, and evaluation of this novel approach. We used pre- and post-course surveys to measure changes in self-perceived knowledge. The post-course survey also included items regarding learning experiences and perceptions of the flipped classroom model. We also compared standard course review and examination scores for the 2013 NextGenU/Flipped Classroom students to previous years when the course was taught with a lecture-based model. We conducted a focus group session to gain more in-depth understanding of student’s active learning experiences and perceptions.

FINDINGS  

Students reported an increase in knowledge and survey and focus group data revealed positive learning experiences and perceptions of the flipped classroom model. Mean examination scores for the 2013 NextGenU/ Flipped classroom students were 88.8% compared to 86.4% for traditional students (2011). On a scale of 1–5 (1 = lowest rank, 5 = highest rank), the mean overall rating for the 2013 NextGenU/Flipped classroom students was 4.7/5 compared to prior years’ overall ratings of 3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009). Two key themes emerged from the focus group data: 1) factors influencing positive learning experience (e.g., interactions with students and instructor); and 2) changes in attitudes towards environmental and occupational health (e.g., deepened interest in the field). Results show that integration of the flipped classroom model with online NextGenU courses can be an effective innovation in public health higher education: students achieved similar examination scores, but NextGenU/ Flipped classroom students rated their course experience more highly and reported positive learning experiences and an increase in self-perceived knowledge.

CITATION

Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC medical education, 14(1), 181.

https://bmcmededuc.biomedcentral.com/track/pdf/10.1186/1472-6920-14-181?site=http://bmcmededuc.biomedcentral.com 

ABSTRACT 

This study examines the evidence for the effectiveness of active learning. It defines the common forms of active learning most relevant for engineering faculty and critically examines the core element of each method. It is found that there is broad but uneven support for the core elements of active, collaborative, cooperative and problem-based learning. 

FINDING

Although the results vary in strength, this study has found support for all forms of active learning examined. Some of the findings, such as the benefits of student engagement, are unlikely to be controversial although the magnitude of improvements resulting from active-engagement methods may come as a surprise. Other finding challenge traditional assumptions about engineering education and these are most worth highlighting.  

CITATION

Prince, M. (2004). Does active learning work? A review of the research. Journal of engineering education, 93(3), 223-231.

http://onlinelibrary.wiley.com/doi/10.1002/j.2168-9830.2004.tb00809.x/full 

ABSTRACT

Math teachers in an inclusion classroom study ways that they can use differentiated learning and active learning to better meet the needs of their students.  Students were given multiple ways to learn the material and also to present their learning.

FINDING

 At the beginning of the school year, 33% of the class was on grade level.  Mid year assessments showed that of students who had been in the class all year, 47% were on target for meeting standards and 60% had shown growth.  The end of year assessment showed that 67% of students were on target to meet standards and 81% of original students made improvements.

CITATION

Patterson, J. L., Connolly, M. C., & Ritter, S. A. (2009). Restructuring the Inclusion Classroom to Facilitate Differentiated Instruction. Middle School Journal (J3), 41(1), 46-52.

https://pdfs.semanticscholar.org/a741/bc778848e1a5736418d009ca5e542f478bc8.pdf 

ABSTRACT

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers’ perceptions regarding the flipped classroom, active learning,  and differences in teachers’ perceptions based on grade level and content area taught. A researcher-developed survey instrument was used to collect data from K-12 teachers that utilize a flipped classroom in Southwest and South Central Minnesota. 

FINDING

Survey participants totaled 44, which included 27 high school teachers, 15 middle school teachers, and 2 teachers that identified as other. It was found that participants perceived that the flipped classroom creates time for varied instructional techniques, including active learning and higher order thinking, along with increased student-to-teacher interaction. 

CITATION

Gough, E., DeJong, D., Grundmeyer, T., & Baron, M. (2017). K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning. Journal of Educational Technology Systems,45(3), 390-423. Retrieved December 5, 2017.

http://journals.sagepub.com/doi/abs/10.1177/0047239516658444 

ABSTRACT

The flipped classroom is an instructional method that can provide active learning in the classroom by minimizing the amount of direct instruction used in a traditional classroom setting. The survey also addressed how the flipped classroom could be a motivating factor in learning mathematics. The survey used both quantitative and qualitative research measures to provide a broader understanding of how students perceive the attributes of flipping the classroom.. Researcher observations and notes provided information as to student engagement within the classroom as a byproduct of using the inverted classroom instructional strategy.

FINDING

The first initial questions were to collect demographic information from the participants.Grade level, gender (13 males and 12 females), technology use outside of school (23 students use technology more than three times a week). The next questions of the survey addressed the attitudes and perceptions the students had of math in a flipped classroom.

18 participants used instructional videos 

56% like using instructional videos/ 64% felt the videos were useful

Next the questions addressed the motivation level of students to learn mathematics.

68% of the students felt the videos did help them to pace their learning to fit their needs

92% of the students felt there is value in using instructional videos in math

CITATION

 Moore, C., & Chung, C. J. (2015). Students’ attitudes, perceptions, and engagement within a flipped classroom model as related to learning mathematics. Journal of Studies in Education, 5(3), 286-308.