van Vliet E. A., Winnips J. C., & Brouwer N. (2015).

Flipped-Class
Pedagogy Enhances Student Metacognition and CollaborativeLearning Strategies in Higher Education But Effect Does Not Persist.
CBELife Sciences Education, 14 (Fall), 110. doi:10.1187/cbe.14-090141

The aim of this study was to investigate the effects of flipped classes on
motivation and learning strategies in higher education using a controlled,
pre- and posttest approach. The same students were followed in a traditional
course and in a course in which flipped classes were substituted for part of
the traditional lectures. On the basis of the validated Motivated Strategies for
Learning Questionnaire (MSLQ), we found that flipped-class pedagogy
enhanced the MSLQ components critical thinking, task value, and peer
learning. However, the effects of flipped classes were not long-lasting. We
therefore propose repeated use of flipped classes in a curriculum to make
effects on metacognition and collaborative-learning strategies sustainable.

Choi, H-H., van Merrinboer J. J. G., & Paas, F. (2014). Effects of the
Physical Environment on Cognitive Load and Learning: Towards a
New Model of Cognitive Load. Educational Psychologist, 26, 225
244. doi: 10.1007/s10648-014-9262-6
Although the theoretical framework of cognitive load theory has
acknowledged a role for the learning environment, the specific
characteristics of the physical learning environment that could affect
cognitive load have never been considered, neither theoretically nor
empirically. In this article, we argue that the physical learning environment,
and more specifically its effects on cognitive load, can be regarded as a
determinant of the effectiveness of instruction. We present an updated
version of the cognitive load model of Paas and Van Merrinboer (Educational
Psychology Review, 6:351371, 1994a), in which the physical learning
environment is considered a distinct causal factor that can interact with
learner characteristics, learning-task characteristics, or a combination of
both. Previous research into effects of the physical learning environment on
cognitive performance that could inspire new cognitive load research is
discussed, and a future research agenda is sketched.

Brnken, R., Plass J. L., & Leutner, D. (2013). Direct Measurement of

Cognitive Load in Multimedia Learning. Educational Psychologist,
38(1), 5361. Retrieved from
http://steinhardtapps.es.its.nyu.edu/create/courses/2174/reading/Br
uenken_Plass_Leutner_EP.pdf

Cognitive load theory (CLT) is gaining increasing importance in the design

and evaluation of instruction, both traditional and technology based.
Although it is well understood as a theoretical construct, the measurement of
cognitive load induced by instructional materials in general, and by
multimedia instruction in particular, mainly relies on methods that are either
indirect, subjective, or both. Integrating aspects of CLT, working memory
research, and cognitive theories of multimedia learning, we describe the
conceptual basis and practical implementation of a dual-task approach to the
direct measurement of cognitive load in multimedia learning. This computerbased instrument provides a direct and objective measure that overcomes
many of the shortcomings of other indirect and subjective methods that will
enable researchers to validate empirically theoretical predictions of CLT.

Abeysekera, L., & Dawson, P. (2014) Motivation and Cognitive Load

in the Flipped Classroom: Definition, Rationale and a Call for
Research. Higher Education Research and Development, 34(1), 1-14.
doi: 10.1080/07294360.2014.934336
Flipped classroom approaches remove the traditional transmissive lecture
and replace it with active in-class tasks and pre-/post-class work. Despite the
popularity of these approaches in the media, Google search, and casual
hallway chats, there is very little evidence of effectiveness or consistency in
understanding what a flipped classroom actually is. Although the flipped
terminology is new, some of the approaches being labelled flipped are
actually much older. In this paper, we provide a catch-all definition for the
flipped classroom, and attempt to retrofit it with a pedagogical rationale,
which we articulate through six testable propositions. These propositions

provide a potential agenda for research about flipped approaches and form
the structure of our investigation. We construct a theoretical argument that
flipped approaches might improve student motivation and help manage
cognitive load. We conclude with a call for more specific types of research
into the effectiveness of the flipped classroom approach.

Moran, K., & Milsom, A. (2015). The Flipped Classroom in Counselor

Education. Counselor Education & Supervision, 54, 32-54. doi:
10.1002/j.1556-6978.2015.00068.x
The flipped classroom is proposed as an effective instructional approach in
counselor education. An overview of the flipped-classroom approach,
including advantages and disadvantages, is provided. A case example
illustrates how the flipped classroom can be applied in counselor education.
Recommendations for implementing or researching flipped classrooms are
shared.

Huggins, C.M., & Stamatel, J. P. (2015) An Exploratory Study

Comparing the Effectiveness of Lecturing versus Team-based
Learning. Teaching Sociology, 43(3), 227-235.
doi:10.1177/0092055X15581929
Lecturing has been criticized for fostering a passive learning environment,
emphasizing a one-way flow of information, and not adequately engaging
students. In contrast, active-learning approaches, such as teambased
learning (TBL), prioritize student interaction and engagement and create
multidirectional flows of information. This paper presents an exploratory
analysis of whether lecturing or TBL was better for teaching content;
developing skills, such as critical thinking; and creating an enjoyable learning
environment in a sociology course. Results showed few differences in these
outcomes between groups taught with the two different methods, although
TBL students thought they improved their oral communication and creative
thinking skills more than the lecture students, and they reported getting to
know their professor and classmates more than did the lecture students.

Kim, S.-H., Park N.-H. & Joo, K.-H. (2014). Effects of Flipped
Classroom based on Smart Learning on Self-directed and
Collaborative Learning. International Journal of Control and
Automation, 7(12), 69-80.
http://dx.doi.org/10.14257/ijca.2014.7.12.07
This study seeks to explore the effects of smart-based flipped learning
activities on learners study achievement, self-directed learning,
collaborative learning and information use ability. To achieve this study
purpose, 112 6th-grade students in the elementary school Pin Gympo-si,
Gyeonggi-do South Korea were selected as this research experiment group
(Flipped classroom based on smart-learning, and normal flipped learning) as
well as the control group (traditional ICT-based class learning). They were
examined for 11 weeks from the 2nd week of March to 2nd week of May,
2014. In the Flipped classroom based on smartlearning, the participants
studied at home in advance with materials made by their teachers. Then, in
class, they searched data instantly by using smart pads, used applications
for learning or as a tool, and conducted online evaluation, etc. The normal
flipped learningbased education group studied at home in advance with
videos made by their teachers and, in class, they were instructed to focus on
knowledge sharing among themselves and discussions. As a result, an effect
on study achievement was found between the flipped learning and
traditional ICT-based learning methods. And the smart-based flipped learning
was found to have improved self-directed learning ability more than the
general flipped learning and traditional ICT-based method. Collaborative
learning ability and information use ability were found to be more improved
with statistical significance in the smart-based flipped learning group than
the other groups.

Moffett, J., & Mill, A. C. (2014). Evaluation of the flipped classroom

approach in a veterinary professional skills course. Advances in
Medical Education and Practice, 5, 415425.
http://dx.doi.org/10.2147/AMEP.S70160

Background: The flipped classroom is an educational approach that has had

much recent coverage in the literature. Relatively few studies, however, use
objective assessment of student performance to measure the impact of the
flipped classroom on learning. The purpose of this study was to evaluate the
use of a flipped classroom approach within a medical education setting to
the first two levels of Kirkpatrick and Kirkpatricks effectiveness of training
framework.
Methods: This study examined the use of a flipped classroom approach
within a professional skills course offered to postgraduate veterinary
students. A questionnaire was administered to two cohorts of students: those
who had completed a traditional, lecture-based version of the course
(Introduction to Veterinary Medicine [IVM]) and those who had completed a
flipped classroom version (Veterinary Professional Foundations I [VPF I]). The
academic performance of students within both cohorts was assessed using a
set of multiple-choice items (n24) nested within a written examination.
Data obtained from the questionnaire were analyzed using Cronbachs alpha,
KruskalWallis tests, and factor analysis. Data obtained from student
performance in the written examination were analyzed using the
nonparametric Wilcoxon rank sum test.
Results: A total of 133 IVM students and 64 VPF I students (n197) agreed to
take part in the study. Overall, study participants favored the flipped
classroom approach over the traditional classroom approach. With respect to
student academic performance, the traditional classroom students
outperformed the flipped classroom students on a series of multiple-choice
items (IVM mean 21.41.48 standard deviation; VPF I mean 20.252.20
standard deviation; Wilcoxon test, w7,578; P,0.001).
Conclusion: This study demonstrates that learners seem to prefer a flipped
classroom approach. The flipped classroom was rated more positively than
the traditional classroom on many different characteristics. This preference,
however, did not translate into improved student performance, as assessed
by a series of multiple-choice items delivered during a written examination.

Flipped Learning Network, Pearson & George Mason University

(2014, June). Extension of a Review of Flipped Learning. Retrieved
from http://researchnetwork.pearson.com/wpcontent/uploads/613_A023_FlippedLearning_2014_JUNE_SinglePage_f
.pdf

With research support from George Mason University and sponsored by

Pearson, the Flipped Learning Network offers the first comprehensive
literature review and extension on the Flipped Learning model.

McGivney-Burelle, J. & Xue, F. (2013). Flipping Calculus. PRIMUS:

Problems, Resources, and Issues in Mathematics Undergraduate
Studies, 23(5), 477-486. doi: 10.1080/10511970.2012.757571
In this paper we discuss flipping pedagogy and how it can transform the
teaching and learning of calculus by applying pedagogical practices that are
steeped in our understanding of how students learn most effectively. In
particular, we describe the results of an exploratory study we conducted to
examine the benefits and challenges of flipping a unit of study, the
applications of the definite integral, in a Calculus II course. Data on student
performance in flipped and non-flipped sections of the course are presented.
In addition, students perceptions of the flipped unit are presented and
discussed.

Lane-Kelso, M. (2015). The Pedagogy of Flipped Instruction in Oman.

The Turkish Online Journal of Educational Technology, 14(1), 143150. Retrieved from: http://www.tojet.net/articles/v14i1/14115.pdf
Flipping the classroom, or reverse instruction has been hailed the new
pedagogical approach for preparing students for the 21st century. The idea
behind this method is relatively simple. Instead of structuring class work to
deliver direct instruction from the teacher in class and giving homework to
students to practice outside of class, the sequence is reversed, or flipped
to provide content instruction as homework and practice or application in the
classroom. This paper focuses on the pedagogy of flipped instruction and the
experiences of the flipping method with graduate students in Oman. The
paper concludes with thoughts about the intrinsic value of flipped instruction
within traditional educational systems.

Martin Forsey , Mitchell Low and David Glance (2013) Flipping the
sociology classroom: Towards a practice of online pedagogy. Journal
of Sociology. Volume 49(4): 471485
doi:10.1177/1440783313504059
Profound changes are under way in university learning and teaching. Online
education is taking hold as never before, catalysed in no small part by the
advent of Massive Open Online Courses (MOOCs), free university units
offered online to anyone with an internet connection. MOOCs appear to be
intensifying the trend towards flipping the classroom, which involves
students engaging with course materials online usually short videos and
readings then coming to classes constructed as workshops or symposia in
which they are invited to practically apply their new knowledge in a variety
of ways. This article reports on the ways in which MOOCs have allowed us to
critically re-examine pedagogy and practice in the sociology classroom and
to test our own assumptions regarding effective pedagogy via an action
research project interrogating student reception of a flipped sociology class.
Based on preliminary surveys, participant observation and formal interviews
gauging student perceptions and initial reception to this particular class, the
research reported here offers important correctives to debates that are
usually based more on supposition than empirical evidence.
Flipped Learning Network (2013). A Review of Flipped Learning.
Retrieved from http://www.flippedlearning.org/review

Jacob Enfield (2013). Looking at the Impact of the Flipped Classroom

Model of Instruction on Undergraduate Multimedia Students at
CSUN. TechTrends November/December 2013 Volume 57, Number
6. 14-27. Retrieved from:
http://link.springer.com/article/10.1007%2Fs11528-013-0698-1
Scholars and practitioners have reported the positive outcomes of a flipped,
or inverted, approach to instruction (Baker, 2000; Lage, Platt, & Treglia,
2000; Bergmann, 2011; Wright, 2011; Pearson, 2012; Butt, 2012; Bates,
2012). While many of the reports are anecdotal, the sheer number of
instructors that have reported successful implementation of the strategy

provides some evidence of its powerful use as an instructional method. This

study provides a detailed case in which one approach of the Flipped
Classroom Model of Instruction was applied in two classes at California State
University Northridge. Student reports suggest that the approach provided
an engaging learning experience, was effective in helping students learn the
content, and increased self-efficacy in their ability to learn independently.
Additionally, challenges and potential solutions to those challenges are
discussed.

Wong, T. H., Ip, E. J., Lopes, I., & Rajagopalan, V. (2014). Pharmacy
Students Performance and Perceptions in a Flipped Teaching Pilot
on Cardiac Arrhythmias. American Journal of Pharmaceutical
Education 2014, 78(10), 185. doi: 10.5688/ajpe7810185
Objective. To implement the flipped teaching method in a 3-class pilot on
cardiac arrhythmias and to assess the impact of the intervention on
academic performance and student perceptions.
Design. An intervention group of 101 first-year pharmacy students, who took
the class with the flipped teaching method, were supplied with prerecorded
lectures prior to their 3 classes (1 class in each of the following subjects:
basic sciences, pharmacology, and therapeutics) on cardiac arrhythmias.
Class time was focused on active-learning and case-based exercises.
Students then took a final examination that included questions on cardiac
arrhythmias. The examination scores of the intervention group were
compared to scores of the Spring 2011 control group of 105 first-year
students who took the class with traditional teaching methods. An online
survey was conducted to assess student feedback from the intervention
group.
Assessment. The mean examination scores of the intervention group were
significantly higher than the mean examination scores of the control group
for the cardiac arrhythmia classes in pharmacology (with 89.6 6 2.0% vs 56.8
6 2.2%, respectively) and therapeutics (89.2 6 1.4% vs 73.7 6 2.1%,
respectively). The survey indicated higher student satisfaction for flipped
classes with highly rated learning objectives, recordings, and in-class
activities.
Conclusion. Use of the flipped teaching method in a 3-class pilot on cardiac
arrhythmias improved examination scores for 2 of the 3 classes
(pharmacology and therapeutics). Student satisfaction was influenced by the

quality of the learning objectives, prerecorded lectures, and inclass activelearning activities.
Krista E. DeLeeuw and Richard E. Mayer. (2008) A Comparison of
Three Measures of Cognitive Load: Evidence for
Separable Measures of Intrinsic, Extraneous, and Germane Load.
Journal of Educational Psychology2008, Vol. 100, No. 1, 223234
DOI: 10.1037/0022-0663.100.1.223
Understanding how to measure cognitive load is a fundamental challenge for
cognitive load theory. In 2 experiments, 155 college students (ages _ 17 to
22; 49 men and 106 women) with low domain knowledge learned from a
multimedia lesson on electric motors. At 8 points during learning, their
cognitive load was measured via self-report scales (mental effort ratings) and
response time to a secondary visual monitoring task, and they completed a
difficulty rating scale at the end of the lesson. Correlations among the three
measures were generally low. Analyses of variance indicated that the
response time measure was most sensitive to manipulations of extraneous
processing (created by adding redundant text), effort ratings were most
sensitive to manipulations of intrinsic processing (created by sentence
complexity), and difficulty ratings were most sensitive to indications of
germane processing (reflected by transfer test performance). Results are
consistent with a triarchic theory of cognitive load in which different aspects
of cognitive load may be tapped by different measures of cognitive load.

Tezer, M., & Ozcan, D. (2015). A Study of the Validity and Reliability
of a Mathematics Lesson Attitude Scale and Student Attitudes.
Eurasia Journal of Mathematics, Science & Technology Education,
11(2), 371-379. doi: 10.12973/eurasia.2015.1349a
Attitudes of the students towards mathematics lessons are very important in
terms of their success and motivation. The purpose of this study is to
develop a scale for the assessment of primary school students attitudes
towards mathematics courses in the 2nd and 3rd grades, to analyse its
validity-reliability structure and to determine the students' attitudes towards
mathematics. Emotional facial expressions are used in the scale because
students can have reading and writing literacy difficulties in the 2nd and 3rd

grades. The study group of this research consisted of 350 primary school
students studying in the 2nd and 3rd grades of primary schools located in
Northern Cyprus. The Cronbach alpha reliability coefficient of the scale was
0.92. Factor analysis results suggested that the scale was gathered in one
factor and total variance explained was 57.796% for one factor. In general, it
is suggested that students attitudes towards mathematics were happy .

Grant, C. (2013). First Inversion: A Rationale for Implementing the

Flipped Approach in Tertiary Music Courses. Australian Journal of
Music Education, 1, 3-12. Retrieved from:
http://researchhub.griffith.edu.au/display/n2768865315db810b0a19
0ff0635b726b
For several reasons, current models of tertiary education seem unviable. A
shifting educational landscape with rising student numbers, an increasingly
diverse student cohort, and high levels of student disengagement have led
to concerns about the continued relevance of traditional teaching and
learning methods. At the same time, the possibilities opened up by digital
technologies are both driving and necessitating radical shifts in pedagogical
models. This situation underscores the need to investigate models that may
address some of these shifts in higher education. In the Australian tertiary
music sector, where some institutions are struggling to retain quality tuition,
this task is urgent. Taking as its point of departure a collaborative
constructivist theoretical framework (Garrison & Akyol, 2009), this paper
examines one pedagogical approach, the flipped classroom, for its
potential to improve teaching and learning outcomes in tertiary music
courses. Benefits, challenges and disadvantages of this model are discussed,
as well as suggestions for implementation and further research. The author
hopes to encourage consideration of flipped learning as a credible, evidencebased, and educationally sound new direction for tertiary music education.

Hutchings, M. & Quinney, A. (2015). The Flipped Classroom,

Disruptive Pedagogies, Enabling Technologies and Wicked Problems:
Responding to the Bomb in the Basement. The Electronic Journal of
e-Learning, 13 (2), 106-119. Retrieved from: www.ejel.org

Abstract: The adoption of enabling technologies by universities provides

unprecedented opportunities for flipping the classroom to achieve studentcentred learning. While higher education policies focus on placing students
at the heart of the education process, the propensity for student identities to
shift from partners in learning to consumers of education provides challenges
for negotiating the learning experience. Higher education institutions (HEIs)
are grappling with the disruptive potential of technology-enabled solutions to
enhance education provision in cost-effective ways without placing the
student experience at risk. These challenges impact on both academics and
their institutions demanding agility and resilience as crucial capabilities for
universities endeavouring to keep up with the pace of change, role
transitions, and pedagogical imperatives for student-centred learning. The
paper explores strategies for effective change management which can
minimise risk factors in adopting the disruptive pedagogies and enabling
technologies associated with flipping the classroom for transformative
learning. It recognises the significance of individual, cultural and strategic
shifts as prerequisites and processes for generating and sustaining change.
The analysis is informed by the development of a collaborative lifeworld-led,
transprofessional curriculum for health and social work disciplines, which
harnesses technology to connect learners to humanising practices and
evidence based approaches. Rich data from student questionnaires and staff
focus groups is drawn on to highlight individual and organisational benefits
and barriers, including student reactions to new and challenging ways of
learning; cultural resistance recognised in staff scepticism and uncertainty;
and organisational resistance, recognised in lack of timely and responsive
provision of technical infrastructure and support. Intersections between
research orientations, education strategies and technology affordances will
be explored as triggers for transformation in a triple helix model of change,
through examining their capacity for initiating optimum disruption to
facilitate student-centred learning, role transitions, and organisational
change. We share the findings of our story of change to harness the positive
utility of these triggers for transformation through deploying strategies for
negotiating complexity, including the requirement for a shared vision, a
robust team approach, the need for ongoing horizon scanning and
application of soft skills (e.g. active listening, timely communication)
necessary in order to build student confidence, academic partnerships, and
facilitate organisational dexterity and resilience in the face of barriers to
change.

McCallum, S., Schultz, J., Sellke, K. & Spartz, J. (2015). An

Examination of the Flipped Classroom Approach on College Student
Academic Involvement. International Journal of Teaching and
Learning in Higher Education, 27(1), 42-55. Retrieved from:
http://www.isetl.org/ijtlhe/
Colleges and universities remain attentive to developing and supporting
ways to foster student academic success. These efforts have taken on more
importance as student success, commonly measured by student learning
achievement, has failed to meet expectations. For colleges and universities,
the flipped classroom represents a student-centered method of fostering
academic involvement that is recognized as a positive contributor to student
success. This exploratory study examined the flipped classrooms influence
on student academic, student peer-to-peer and student faculty involvement.
The study involved 60 undergraduate students (28 male, 32 female) from
three flipped classrooms consisting of courses in mathematics and business.
Focus group interviews were conducted to gather student feedback
regarding their behaviors and classroom engagement. Additionally, a brief
survey was administered to collect demographic information as well as
quantitative data regarding student perceptions. Findings indicated student
academic involvement was present through note taking, viewing video
lectures, active in-class learning and collaboration. Students cited peer-topeer and student-faculty engagement as essential to relationship building,
peer learning, and meaningful involvement with faculty.

Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive Load Theory:
New Conceptualizations,
Specifications, and Integrated Research Perspectives. Educational
Psychologist, 22, 115121. doi: 10.1007/s10648-010-9133-8
Over the last few years, cognitive load theory has progressed and advanced
rapidly. The articles in this special issue, which document those advances,
are based on contributions to the 3rd International Cognitive Load Theory
Conference (2009), Heerlen, The Netherlands. The articles of this special
issue on cognitive load theory discuss new conceptualizations of the different

categories of cognitive load, an integrated research perspective of processoriented and cognitive load approaches to collaborative learning, an
integrated research perspective of cognitive and socialcognitive approaches
to example based learning, and a specification of the theory focusing on the
acquisition of generalized knowledge structures as a means to facilitate
flexible problem-solving skills. This article provides a short introduction to the
theory, discusses some
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal
Guidance During Instruction Does Not Work: An Analysis of the
Failure of Constructivist, Discovery, Problem-Based, Experiential,
and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86.
doi: 10.1207/s15326985ep4102_1
Evidence for the superiority of guided instruction is explained in the context
of our knowledge of human cognitive architecture, expertnovice differences,
and cognitive load. Although unguided or minimally guided instructional
approaches are very popular and intuitively appealing, the point is made that
these approaches ignore both the structures that constitute human cognitive
architecture and evidence from empirical studies over the past half-century
that consistently indicate that minimally guided instruction is less effective
and less efficient than instructional approaches that place a strong emphasis
on guidance of the student learning process. The advantage of guidance
begins to recede only when learners have sufficiently high prior knowledge
to provide internal guidance. Recent developments in instructional
research and instructional design models that support guidance during
instruction are briefly described.

Sartawi, A. A., Alsawaie, O. N., Dodeen, H, Tibi, S., & Alghazo, I. M.

(2012). Predicting Mathematics Achievement by Motivation and
Self-Efficacy across Gender and Achievement Levels.
Interdisciplinary Journal of Teaching and Learning, 2(2), 59-77.
Retrieved from: http://files.eric.ed.gov/fulltext/EJ1056531.pdf
This study investigated the extent to which self-efficacy and motivation
served as a predictor for mathematics achievement of fifth grade students in

United Arab Emirates (UAE) across gender and achievement levels. Selfefficacy was measured by two scales, which differed in levels of specificity
Category Specific and Task Specific. Motivation was measured through four
sub-constructs of motivationA motivation, External Regulation, Introjected
Regulation, and Intrinsic Motivation. A total of 287 fifth grade students with
an average age of 10.3 years were randomly selected to participate in this
study. The multiple regression model showed that the six predictors were
able to explain together high percentage (32%) of the variance of
mathematics achievement. Also the results indicated that the best three
predictors were Task Specific, External Regulation, and Intrinsic Regulation.
When conducting the regression model across gender, the results showed
that 30% of the variance in mathematics achievement was explained by the
six predictors for the male group while only 21% of the variance was
explained for the female group. The regression model was not invariant
across achievement levels. While the model predicted approximately 20% of
the variance of mathematics achievement for each of the low and high
achieving students, the model was not statistically appropriate for the
medium achievement students as it predicted only 5% of the variance of
mathematics achievement. Additionally, the performance of the six
predictors varied according to the achievement level.

Pearson & Flipped Learning Network (2013). Flipped Learning in

Higher Education. Retrieved from:
http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Do
main/41/HigherEdWhitePaper%20FINAL.pdf

Improve Student Learning and Teacher Satisfaction in One Flip of

the Classroom. (2012). Retrieved from Flipped Learning Network
website, http://flippedlearning.org/domain/41

Growth in Flipped Learning: Transitioning the focus from teachers to

students for educational success (2014). Retrieved from Flipped
Learning Network website, https://www.sophia.org/flippedclassroom-survey?

utm_source=twitter&utm_medium=organic&utm_campaign=flippedi
nfographic

Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (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
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, discussions to date of the model and its impact are
more anecdotal than data driven very little research has been undertaken
to rigorously assess the potential effects on student learning that can result
from the flipped classroom environment. 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 instructors notes. Student content understanding and course
perceptions were examined. 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, while performing
similarly in the final exam. Course perceptions were represented by an endof-semester survey that indicated that the flipped classroom students were
very positive about their experience in the course, and particularly
appreciated the student collaboration and instructional video components.

Talley, C. P., & Scherer S. (2013). The Enhanced Flipped Classroom:

Increasing Academic Performance with Student-recorded Lectures
and Practice Testing in a "Flipped" STEM Course. The Journal of
Negro Education, 82(3), 339-347. doi:
10.7709/jnegroeducation.82.3.0339

Undergraduate psychology students at a mid-Atlantic HBCU were assessed

on their knowledge of synaptic transmission, the multi-step process of brain
cell communication. Comparison of final grades revealed that the use of the
flipped classroom format along with learning techniques, selfexplanation and
practice testing increased the final course grade over previous semesters.
Multiple sessions of practice testing integrated the use of mobile technology
to make grading easier. Self-explanation required that students use online
videos to explain the process in their own words. These techniques increased
time studying the course material and led to higher exam grades. Thus, the
use of effective learning techniques, embedded within STEM courses may
play a significant role in increasing retention in STEM disciplines among
African Americans.

Sahin A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a College

Calculus Course: A Case Study. Educational Technology & Society, 18
(3), 142152. Retrieved from
http://connection.ebscohost.com/c/case-studies/109155627/flippingcollege-calculus-course-case-study
As online videos have become more easily available and more attractive to
the new generation of students, and as new student-learning approaches
tend to have more technology integration, the flipped classroom model has
become very popular. The purpose of this study was to understand college
students views on flipped courses and investigate how the flipping affects
their achievement in mathematics. We also studied how college students
prepared for flipped classroom sections. Finally, college students views were
analyzed to see what they think about flipping in terms of benefits and
preparation. Participants were 96 college students consisting of mostly
freshmen & sophomores. We utilized descriptive statistics and paired t-test
to analyze the data. Descriptive statistics revealed that participants

preferred watching flip class videos (44%) over reading the sections from the
textbook (17%) for preparation. Dependent t-test results showed that there is
a statistically significant difference between students average quiz scores
from non-flipped sections and flipped sections. Students achieved
significantly higher quiz scores in flipped sections than non-flipped ones.
Overall, most of the students (83%) stated that flipped-taught lessons
prepared them better.

Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of

Information Systems Education, 25(1), 7-11. Retrieved from:
http://ink.library.smu.edu.sg/sis_research
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. Yet the
courses for information systems (IS) undergraduates at the university that
the author is teaching at are still conducted in the traditional lecture-in-class,
homework-after-class style. 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 pedagogy was generally
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. The author also observed that students were more
engaged and empowered to take on more ownership for their learning. He
recommends that other instructors consider rolling out their own trials of the
flipped classroom incrementally for courses that would benefit the most from
this pedagogy.

Hanla, B. F. (2014). THE EFFECTS OF FLIPPING THE CLASSROOM ON

SPECIFIC ASPECTS OF CRITICAL THINKING IN A CHRISTIAN COLLEGE:
A QUASI-EXPERIMENTAL, MIXEDMETHODS STUDY (Doctoral

dissertation). Available from ProQuest Dissertations and Theses

database. (Publication No. UMI 3581138)
This quasi-experimental, mixed methods study analyzes the effects of the
flipped classroom on the variables of a critical thinking rubric used by a
Christian liberal arts college and compares these results with those of the
California Critical Thinking Skills
Test (CCTST). Second, this dissertation examines the effects of the flipped
classroom on seven sub-scales from the College and University Classroom
Environment Inventory
(CUCEI). Six professors agreed to include three different types of courses
(two literature surveys, two Composition I courses, and two Theology III
courses) that were matched based on course content. Experimental
professors flipped at least 25% of their lessons during the study period (fall
2013). Out of 130 students, N= 97 agreed to participate; n =
97 (75.6%) were included for the critical thinking rubric, n = 62 (47.7%) were
included at posttest for the CUCEI, and n = 8 (6.2%) were included at
posttest for the CCTST. Of the critical thinking variables examined, Argues
with reasons and evidence was significantly better (MANOVA,/? < .001) in
student papers from the flipped group (critical thinking rubric), and no
significant differences were observed for the variables of the CCTST {p >
.05). Regarding the classroom environment sub-scales, the flipped group had
a better classroom environment than the controls on Innovation and
Individualization (post-hoc pairwise comparisons,/* < .001), whereas the
control group performed better than the flipped group on Personalization (p
< .05). The sub-scale Task Orientation was similarly ideal for both groups. In
conclusion, the flipped classroom model provides professors of humanities
subjects more time in the classroom than traditional teaching to focus on
written argumentation. Additionally, flipping the classroom engages students
through an innovative, autonomous classroom environment.

Gerald Robert Overmyer (2014). THE FLIPPED CLASSROOM MODEL

FOR COLLEGE ALGEBRA: EFFECTS ON STUDENT ACHIEVEMENT
(Doctoral dissertation). Retrieved from:
http://www.flippedlearning.org/domain/41

In the past few years there has been a substantial rise in the use and interest
in a teaching and learning paradigm most commonly known as the flipped
classroom. The flipped classroom model encompasses any use of using
Internet technology to leverage the learning in a classroom, so that a teacher
can spend more time interacting with students instead of lecturing. This is
most commonly done by using teacher created videos that students view
outside of class time. It is called the flipped class model because the whole
classroom/homework paradigm is "flipped". In its simplest terms, what used
to be classwork (the lecture) is done at home via teacher-created videos and
what used to be homework (assigned problems) is now done in class. Five
sections of college algebra where taught using the flipped classroom model.
Six sections of college algebra where taught using the traditional method of
lecture and homework.
This quasi-experimental quantitative research compares sections of college
algebra using the flipped classroom methods and the traditional
lecture/homework structure and its effect on student achievement as
measured through common assessments. In the traditional sections,
students spent class time receiving lecture and reviewing homework and
exams. Outside class time was spent on traditional homework. In the flipped
sections, students viewed short video lectures and submitted basic
homework solutions online outside of class time. Students then completed
their homework assignments in class with the instructor. Some flipped
section instructors also used collaborative group work, inquiry-based
learning, and active whole-class discussions. All sections took common
assessments for their final exam and completed a pre/post algebra readiness
exam.
The exam data from the sections were analyzed and compared using
regression and ANOVA methods with instructional method, gender, and ACT
mathematics scores as independent variables. Final exam scores and
pre/post algebra readiness exam scores were the dependent variables. The
findings of this research show that there was not a statistically significant
difference in the scores of student in the two groups, however students in
the flipped sections did score slightly better than student in the traditional
sections. Instructors of flipped sections who had previous classroom
experience with inquiry-based and cooperative learning methods had
sections with statistically significant higher common final exam scores. The
results are followed by implications for teaching and recommendations for
practice and further research.2