Abstract: Brian Gervase’s perspective has changed since he first began using a flipped model of instruction back in 2009. He stated that after the flip it created a student centered learning environment. Gervase believes that flipped learning is anything that creates  better interactions with between students as well as students and teachers.

Findings: Making the flip allows students to bring their own insight and questions to share with the class, helps build skills in collaboration and critical thinking. Flipped instruction also creates more individualized learning experiences. However, for flipped learning to be effective teachers must take on extra preparations and students must take responsibility of their own learning.

Citation: Peterson. (2015). Teachers use flipped classroom tech to make the most of student-teacher time. Technology Solutions That Drive Education. Retrieved 28 May 2018.

https://edtechmagazine.com/k12/article/2017/03/teachers-use-flipped-classroom-tech-make-most-student-teacher-time 

Abstract: This article is a case study of the flipped classroom. It reviews and provides research on the implementation of the flipped classroom. The article also provides a variety of methods and tools to be used in a flipped classroom. As with all teaching strategies there are advantages and disadvantages to the flipped classroom. This study was conducted to see how teachers responded to the implementation of the flipped instruction in their classroom. 

Findings: Elementary, middle, and high school teachers were surveyed using the flipped classroom strategy. Of the teachers surveyed only three teachers felt they truly implemented the strategy into their classrooms and received qualitative data. All three teachers reported that student engagement was increased, improved assessment scores, and less incomplete assignments. Students reported that they felt they were able to comprehend the subject matter more effectively and felt more prepared for class. 

Citation: Schmidt, D. (2016). The Flipped Classroom: A Twist on Teaching. Contemporary Issues In Education Research, 9(1), 1-6. Retrieved from https://eric.ed.gov/?q=The+Flipped+Classroom%3a+A+Twist+On+Teaching+&id=EJ1087603 

Abstract: In this article, Acedo states that in a teacher-centered classroom students are forced to be merely receptors of information, rather than participants of their own learning." He says that with the ever growing demand of technology in classroom, flipped instruction allows for more collaborative student-centered learning and  moves away from teacher-centered instruction. He lists many of the advantages of using this strategy as well as some of the disadvantages like the digital divide it can create. However, the article is very persuasive on the use of flipped instruction and how it can be used effectively.

Findings: Students have more control over their learning. In a flipped classroom, it is possible for students to have increased input and control over their own learning. Students are given the freedom to learn at their own pace. A flipped classroom can also promote student achievement and student behavior due to teachers being able to immediately assist students who need help.

It promotes student centered learning. Flipped instruction builds confidence and gives teachers the ability to identify errors and are more available for one on one instruction.

Flipped instruction make assignments more accessible and allows for less make up work. It also gives parents access to the instruction at at all times so they can help their child when needed. It also gives parents insight to the quality of instruction that their child is receiving. 

Citation: Acedo, M. (2013). 10 Pros and Cons of a Flipped Classroom. Retrieved November 16, 2016

Abstract:The flipped model of instruction is a new way of teaching that involves student engagement and performance by transitioning lecture time out of the classroom with use of technology and placing homework into the classroom. Homework now involves one on one time with the teacher completing various exercises and learning activities. The research that was conducted was sought to bring improvements in student engagement as well as performance in mathematics.

Findings:Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement as well as communication when compared to the traditional classroom experience. Students also recognized improvements in the quality of instruction they were receiving from the teacher. However, in terms of academic performance, no significant changes were demonstrated between students who were taught using the flipped model and those who were taught using the traditional model. 

Citation: Clark, K. (2015). The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. Journal Of Educators Online, 12(1), 91-115. Retrieved from https://eric.ed.gov/?id=EJ1051042

Abstract: It is a 180 degree shift in education. In the traditional model the teacher stands between the students and the knowledge. In flipped instruction students have direct access to the knowledge and the teacher serves as the coach and the mentor. 

Findings: Interaction is the key element in flipping the classroom. The main goal is students must play an active role in preparing their homework. If they do not prepare their homework then they will not understand the concepts and they will not be able to participate in the active learning part. Flipped instruction allows students to dive deeper into curriculum. This way of teaching also allows students to identify challenges students are facing and where to focus their instruction. The teacher can then offer more challenging tasks to the students who understand the concepts. 

Abstract: Arna-Gonza refers to flipped instruction as a teaching method that delivers content and curriculum to students at home through electronic means and uses class time for practical applications. The article describes many of the traits of flipped instruction teaching model and is illustrated with examples in the article. The article also discusses the difficulties that flipped instruction can bring. 

Findings: Due to growing pressures of curriculum, teachers are pressured to make more use of their class time. In a flipped environment, students can make the most out of class time by being involved in interactive and practical lessons rather than inactive lecture. The style of passive learning has been replaced and gives teachers and students more time to engage in hands on activities. It can also increase one on one interaction as a by-product to allow students to engage with in depth concepts with the teacher.

Citation: Arna-Garza, Sara (2014). "The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction" Retrieved May 29, 2018.

https://pdxscholar.library.pdx.edu/comminfolit/vol8/iss1/9

Abstract: The FLN (Flipped Learning Network) Pearson and researchers at George Mason University conduct a case study using real classroom teachers on the effectiveness of a flipped classroom.

Teachers Amy Kilmer and Ed Ventry at Niagra Falls High School flipped their classrooms in 2013. They recorded their lessons to create a collaborative platform. Students recorded their notes using a guide and then worked on "homework" assignments in class while teachers could work with them one on one and face to face.

At Ashland Middle School two French classes were compared. One class used traditional instruction while the other class used flipped instruction.
Findings: Kilmer and Ventry saw an increase in students' test scores compared to the percentage from the previous year. 83 percent of students in the honors Algebra II/Trigonometry class passed the Regents exam, compared to 71 percent the year before, and 35 percent of students achieved mastery, compared to 14 percent the year before. In the General Algebra class, 55 percent of students passed the exam, compared to 35 percent the year before, and 7 percent achieved mastery, compared to 4 percent the year before.

What they found was homework completion rates for both classes were at 79.8 percent. The flipped model, homework completion increased to 98.7 percent. On a French grammar quiz and written assignment before and after the flip, the flipped class scored better on the grammar quiz (78 percent vs. 88 percent) and written assignment (87.3 percent vs. 92 percent).
Citation:

Granata, K. (n.d.). Study assesses effectiveness of. Study Assesses Effectiveness of Flipped Classroom Approach. Retrieved May 29, 2018.
http://www.educationworld.com/a_curr/case-studies-effectiveness-flipped-learning-classroom.shtml

Abstract: The flipped classroom has been recognized as an innovative and effective approach to teaching. In this model, it focuses on becoming a guide to implementing effective flipped instruction into the classroom. This model includes how teachers should bridge the gap between classroom, home, and technology.  

Findings: Quantitative results show that students who are in a flipped classroom benefit by becoming more confident in their work, work more collaboratively, and retain more information than they would if they had only been in a lecture type classroom setting. Citation: Hwang, G., Lai, C., & Wang, S. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal Of Computers In Education, 2(4), 449-473. doi:10.1007/s40692-015-0043-0

Abstract: The model refers to the classroom as where students are doing the lower level work outside of the classroom and the higher level work in the classroom where they are supported by peers and teachers. This allows students to get the base knowledge outside of the classroom and then in turn allows them to come into class ready to dig deeper with projects or hands-on activities.  

Findings: Based on the data, studies showed learning gains when students were in an interactive learning environment. This means that they were in a classroom with hand-on effective learning strategies. The data also showed that students produced significant learning gains compared to the students in the traditional learning environment. 

Flipping the Classroom. (2013). Vanderbilt University. Retrieved 31 May 2018, from https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/