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What is the difference between a Flipped Class and Flipped Learning? Along with the Four Pillars of F-L-I-P and 11 indicators. Written by the board and practitioners of the FLN.
Project Tomorrow and the FLN:
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.
When an increasing interest focuses on the effectiveness of the flipped classroom, it is important to understand how the concept of flipped learning shifts pedagogy. Therefore, the purpose of this literature review was to explore the effectiveness of a flipped classroom model on student engagement and achievement as well as the affordances of a flipped model vs. that of a traditional model
The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School
Journal of the Association of American Medical Colleges. By McLaughlin, Jacqueline E. PhD, MS; Roth, Mary T. PharmD, MHS; Glatt, Dylan M.; Gharkholonarehe, Nastaran PharmD; Davidson, Christopher A. ME; Griffin, LaToya M. PhD; Esserman, Denise A. PhD; Mumper, Russell J. PhD
In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes.
This case study describes our research comparing an unflipped class that engages students in some active learning to a flipped class that creates more time for active learning and to look for measurable differences in student learning, attitude toward course material, and metacognitive skills.
Health Education Journal. By Christian S McEvoy, Kathryn M Cantore, LeAnn N Denlinger, Michele A Schleich, Nicole M Stevens, Steven C Swavely, Anne A Odom, Marsha B Novick.
The purpose of this study was to evaluate the feasibility of a flipped classroom progamme, designed and implemented by medical students, in communicating nutrition education to fourth-grade school students aged 9–10 years and to characterise teachers’ assessments of the progamme, which was designed to minimise the burden placed on teachers.
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).
This is one teacher’s personal chronicle of his quest to remain relevant as technology dramatically revolutionizes the higher education environment. The enlightening narrative of how he “flipped his classroom” traces the evolution of his pedagogic conclusions, details specific and successful implementation strategies, and documents the results of the new model, which achieved significant improvements in student engagement and mastery.
Researchers show that students perform equally well in flipped and nonflipped classrooms if active-learning activities are held constant, suggesting that active learning is the key moderator of success.
Although developing the course Prezi materials and associated videos was a major time commitment, the advantages to student learning (in the view of the instructor) of providing a visual and flexible approach to learning, demonstrating concept linkages, and demonstrating problem solving using embedded video clips were significant and were worth the initial effort.