Newman, G., Kim, J., Lee, R., Brown, B., & Huston, S. (2016). Flipped instruction: The perceived effects of flipped teaching on knowledge acquisition. Journal of Effective Teaching, 16 (1), 52-71. Retrieved December 1, 2017, from https://files.eric.ed.gov/fulltext/EJ1092703.pdf

 

Findings: Mazur and colleagues have published results suggesting that the PI method results in significant learning gains when compared to traditional instruction (2001). In 1998, Richard Hake gathered data on 2084 students in 14 introductory physics courses taught by traditional methods (defined by the instructor as relying primarily on passive student lectures and algorithmic problem exams), allowing him to define an average gain for students in such courses using pre/post-test data. Hake then compared these results to those seen with interactive engagement methods, defined as heads-on(always) and hands-on (usually) activities which yield immediate feedback through discussion with peers and/or instructors(Hake p. 65) for 4458 students in 48 courses.  He found that students taught with interactive engagement methods exhibited learning gains almost two standard deviations higher than those observed in the traditional courses (0.48 +/- 0.14 vs. 0.23 +/- 0.04). Assessment of classes taught by the PI method provides evidence of even greater learning gains, with students in PI courses exhibiting learning gains ranging from 0.49 to 0.74 over eight years of assessment at Harvard University (Crouch and Mazur, 2001). Interestingly, two introductory physics classes taught by traditional methods during the assessment period at Harvard show much lower learning gains (0.25 in a calculus-based course in 1990 and 0.40 in an algebra-based course in 1999).

APA Citation:
Brame, C., (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved December 2, 2017,  from https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

Some teachers are now turning this model on its head, creating flipped or inverted classrooms in which they record lectures and post them online. Students watch the lectures at home, where they can speed through content they already understand or stop and review content they missed the first time the teacher discussed it (and might have been too embarrassed to ask their teacher to repeat in class). Online lectures can also easily incorporate visual representations, such as interactive graphs, videos, or photos of important historical events.

Findings: At this time, we do not have direct scientific research to establish whether flipped classrooms increase student learning. But absence of evidence is not evidence of absence. Indeed, there's reason to believe that flipped classrooms may enhance student learning if they are implemented thoughtfully, with careful attention to what research tells us about good instruction.

What inverted classrooms may really be flipping is not just the classroom, but the entire paradigm of teaching away from a traditional model of teachers as imparters of knowledge and toward a model of teachers as coaches who carefully observe students, identify their learning needs, and guide them to higher levels of learning.

APA Citation:
Goodwin, B., & Miller, K. (2013). Research says evidence on flipped classrooms is still coming in. Educational Leadership, 70(6), 78-80. Retrieved December 2, 2017, from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx