https://padlet.com/hljolly/rpcpbpdn948v Research abstracts from Popular, Practitioner, and Peer-reviewed Sources en-us 2016-11-15 03:19:47 UTC 2025-11-18 20:51:04 UTC hello@padlet.com hljolly https://padlet.com/hljolly/rpcpbpdn948v/wish/137607334 Source: Popular
Abstract: High school art/tech teacher, Mary Beth Hertz, describes the flipped classroom model as "a mixture of direct instruction and constructivism" that ultimately results in more student-centered learning. She then describes the pros and cons of flipped instruction. Hertz argues that the primary advantage of flipped instruction is that it results in individualized learning. She proceeds to explain that a major drawback of flipped instruction is that not all students have the digital tools required for the model to work effectively.
Findings: Although research findings are not presented, the author concludes that the notion of flipped instruction has prompted educators to reflect on their teaching practices in an effort to offer learning opportunities that are more student-centered.
APA Citation
Hertz, M. B. (2012, July 10). The flipped classroom: Pro and con [Web log post]. Edutopia. Retrieved from https://www.edutopia.org/blog/
flipped-classroom-pro-and-con-mary-beth-hertz 

]]> 2016-11-15 03:38:14 UTC https://padlet.com/hljolly/rpcpbpdn948v/wish/137607334 hljolly https://padlet.com/hljolly/rpcpbpdn948v/wish/137935096 Source: Popular
Abstract: Mike Acedo begins by stating "that the main goal of a flipped classroom is to enhance student learning and achievement" by creating a more collaborative, student-centered environment. He then offers five pros of flipped instruction: 1) it increases student control over learning, 2) it promotes collaboration, 3) it increases accessibility of content, 4) it provides easier access for parents, and 5) it decreases the outside workload (a.k.a. homework) for students. Acedo then presents five cons of this instructional model: 1) its success is dependent on student participation, 2) it requires a significant amount of work by teachers on the front-end, 3) it is not a test-prep form of learning, 4) it results in more screen time, and 5) it can create a digital divide.
Findings: There are no research findings to present, but the author maintains that a flipped classroom can increase student success and promote student ownership.
APA Citation
Acedo, M. (2013, November 27). 10 pros and cons of a flipped classroom. TeachThought. Retrieved from http://www.teachthought.com/learning/blended-flipped-learning/10-pros-cons-flipped-classroom/ 

]]> 2016-11-15 22:52:29 UTC https://padlet.com/hljolly/rpcpbpdn948v/wish/137935096 hljolly https://padlet.com/hljolly/rpcpbpdn948v/wish/137941989 Source: Popular
Abstract: Michael Horn describes flipped instruction as that in which "homework and lecture time have merely been switched." He then proceeds to share the key concept behind the model: online instruction gives students more control over their learning as struggling students can rewind instructional videos as needed and accelerated students can fast-forward through the instruction of concepts that they have already mastered. Educators who flip instruction are free to actively monitor progress, provide immediate feedback, and offer remediation as needed. Despite it advantages, Horn believes that flipped instruction does not address the "lack of motivation" that exists among many low-achieving students. He then shares information that suggests that flipped classrooms are "most effective in private schools or upper-income suburban schools."
Findings: There are no research findings to substantiate Horn's claims, but he concludes that flipped classrooms can be an effective means of digital learning. 
APA Citation
Horn, M. B. (2013). The transformational potential of flipped classrooms: Different strokes for different folks. EducationNext, 13(3), 78-79. Retrieved from http://educationnext.org/the-transformational-potential-of-flipped-classrooms/]]> 2016-11-15 23:48:11 UTC https://padlet.com/hljolly/rpcpbpdn948v/wish/137941989 hljolly https://padlet.com/hljolly/rpcpbpdn948v/wish/137952152 Source:  Peer-reviewed 
Methods:  "This study utilized an action science research design involving the implementation of the flipped model of instruction."  Flipped instruction was "implemented over a seven-week grading period to 42 ninth grade students who were enrolled in Algebra I courses at the research site." Both quantitative and qualitative data were collected and analyzed in order to assess the impact of flipped instruction on student engagement and performance. "Quantitative data included a pre- and post-survey and a teacher-created unit test; qualitative data included student interviews, a focus group session, and notes documented in the researcher’s journal."   
Findings:  Findings revealed the following: 1.) "Student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience." This is evidenced by the fact that "88% of the students surveyed stated they actively participated in all aspects of the flipped classroom compared to 76% in the traditional classroom environment."
2.) "The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction."
3.) In terms of academic performance, no significant differences were demonstrated between the flipped model of instruction students (M = 80.38, SD = 11.02) and those taught in the traditional classroom environment (M = 80, SD = 11.56);  t(80) = 0.15, p = 0.44.
APA Citation
Clark, K. R. (2015). The effects of the flipped model of instruction on student engagement and performance in the secondary mathematics classroom. Journal of Educators Online. Retrieved from http://files.eric.ed.gov/fulltext/
EJ1051042.pdf 

]]> 2016-11-16 01:25:15 UTC https://padlet.com/hljolly/rpcpbpdn948v/wish/137952152 hljolly https://padlet.com/hljolly/rpcpbpdn948v/wish/137958526 Source: Practitioner
Abstract: This case study reviews "research on the implementation of the flipped classroom," describes a variety of methods and tools used in flipped classrooms, and discusses the pros and cons of flipped instruction in elementary and secondary schools. 
Findings: Of the 58 teachers surveyed, only three utilized a flipped classroom.  Although they "utilized different strategies and techniques, ... all three teachers reported increased student engagement, improved student scores, and less incomplete assignments."
APA Citation
Schmidt, S. M. P., & Ralph, D. L. (2016). The flipped classroom: A twist on teaching.  Contemporary Issues in Education Research, (9)1, 1-6. Retrieved from http://files.eric.ed.gov/fulltext/EJ1087603.pdf]]> 2016-11-16 02:25:18 UTC https://padlet.com/hljolly/rpcpbpdn948v/wish/137958526 hljolly https://padlet.com/hljolly/rpcpbpdn948v/wish/137961400 Source: Practitioner 
Abstract: The researchers "studied the flipped math classroom in Stillwater Area Schools’ fourth and fifth-grade classrooms during spring 2013" in order to determine the differences in 1) face-to-face instruction and 2) students' experiences of learning in flipped classrooms and comparison classrooms.
Findings: Results indicate that "students in flipped classrooms have more time to work on their assigned problems while their teacher is present, differentiated instruction occurs more often in the flipped classrooms, and students in flipped classrooms work in pairs or small groups with other students significantly more often than students in comparison classrooms." Fifty-nine percent of the students indicated that, if able to choose, they would pick a flipped classroom in the future so that they could "work on math problems in class and have less work to finish at home."
APA Citation
 Ingram, D., Wiley, B., Miller, C., & Wyberg, T. (2014). A Study of the Flipped Math Classroom in the Elementary Grades. Saint Paul, MN: University of Minnesota, College of Education and Human Development, Center for Applied Research and Educational Improvement. Retrieved from https://www.isteconference.org/uploads/ISTE2015/HANDOUTS/KEY_94297144/FlippedClassroomReportMarch212014.pdf ]]> 2016-11-16 03:00:46 UTC https://padlet.com/hljolly/rpcpbpdn948v/wish/137961400 hljolly https://padlet.com/hljolly/rpcpbpdn948v/wish/137964423 Source: Practitioner 
Abstract:  This study investigated whether the activities delivered in a flipped math classroom differed from those in a  traditional math classroom. It also explored whether or not flipped instruction resulted in improved student learning. 
Findings:  Case-study visits to the nine participating middle schools revealed that teachers in flipped classrooms introduced new concepts as part of homework and allocated classroom time to "active learning activities." Participating teachers reported that flipped instruction positively affected student learning as it "encouraged students to take responsibility for their learning, allowing them to learn at their own pace, to deepen their knowledge and understanding, and to make faster progress than would otherwise have been the case."
APA Citation
Straw, S., Quinlan, O., Harland, J., & Walker, M. (2015). Flipped Learning: Practitioner Guide. Slough, UK: National Foundation for Educational Research. Retrieved from https://www.nfer.ac.uk/publications/NESM02/NESM02.pdf ]]> 2016-11-16 03:36:47 UTC https://padlet.com/hljolly/rpcpbpdn948v/wish/137964423 hljolly https://padlet.com/hljolly/rpcpbpdn948v/wish/137969333 Source: Peer-reviewed
Methods:  This quasi-experimental study examined the "effectiveness of flipped instruction in a 9th grade biology classroom." The study included four sections of biology taught by the first researcher at a private school in the Pacific Northwest. "Using a block randomized design, two sections were flipped and two remained traditional."  Throughout the study, data was recorded in two ways. First, quantitative data was collected via four assessments throughout the unit (pretest, quiz 1, quiz 2, posttest) from the 69 students who were present for all four assessments. "The quiz and posttest data were adjusted for pretest differences using ANCOVA." Secondly, the researcher kept anecdotal records and also collected "informal qualitative data before, during, and after class."
Findings:  Although students in the traditional group performed better on the pretest (ES = -0.52), students in the flipped instruction group showed increased levels of achievement on the remaining assessments. "This was true for the photosynthesis quiz (ES = +0.30, p = 0.18), the cellular respiration quiz (ES = +0.44, p = 0.05), and the posttest (ES = +0.16, p = 0.47)." In other words, students in the flipped instruction group performed better on all three assessments of scientific knowledge. Results, therefore, revealed that "flipped instruction had a positive effect on student achievement, with effect sizes ranging from +0.16 to +0.44." In addition, there was anecdotal evidence that suggested that students "enjoyed" the flipped classroom.
APA Citation
Leo, J., & Puzio, K. (2016). Flipped instruction in a high school science classroom. Journal of Science Education and Technology, (25)5, 775-781. Retrieved from http://link.springer.com/article/
10.1007/s10956-016-9634-4 ]]> 2016-11-16 04:37:06 UTC https://padlet.com/hljolly/rpcpbpdn948v/wish/137969333 hljolly https://padlet.com/hljolly/rpcpbpdn948v/wish/137969430 Source: Peer-reviewed
Methods: The purpose of this action research project was to investigate "the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting" in California.
Participants consisted of 27 fourth graders and their parents. The researcher gradually phased in flipped learning during the schools year. A modified flipped classroom model was instituted during the second quarter in preparation for a full flip during the third quarter. 
Findings: Qualitative data was collected via parent and student surveys, teacher observations, and curriculum based assessments. Data revealed three significant findings: 1) the teacher's role changed from "being the 'sage on the stage' to being a facilitator of student-centered activities," 2) students displayed a "greater amount of autonomy and individual motivation" and a greater sense of community emerged within the classroom, and 3) "the majority of parents reported positive effects with their child’s learning and engagement." Specifically, a reduction in missing or incomplete work was validated through the analysis of missing math assignments from the first and third quarters. "The average for missing assignments in the first quarter was 2.35%. In the third quarter the average was 1.35%, almost reduced by half." On the final student survey, 84.62% of the population reported "enjoying practice activities during class time." This supported the teacher's recorded anecdotal data of increased engagement. Consequently, data showed that flipped instruction resulted in a decrease of missing homework assignments and an increase in student engagement.
APA Citation
D'addato, T., & Miller, L. R. (2016). An inquiry into flipped learning in fourth grade math instruction. Canadian Journal of Action Research, (17)2, 33-55. Retrieved from http://journals.nipissingu.ca/index.
php/cjar/article/view/261/128 ]]> 2016-11-16 04:38:17 UTC https://padlet.com/hljolly/rpcpbpdn948v/wish/137969430