Research, Reports, & Studies

 

Definition of Flipped Learning (March, 2014)

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.

Speak Up 2014 National Research Project Findings: Flipped Learning continues to trend for third year. (February, 2015)

 

Administrators and Teachers Point to Flipped Learning Use and Potential. Speak Up 2013 Findings Show Growth in Flipped Classroom Implementation and Interest.  (March, 2014)

 

Case Studies

Byron High School, MN: A Case Study (June, 2013)
Flipped Learning Model Increases Student Engagement and Performance

Literature Review on Flipped Learning (2013 & 2014)

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.

The 2014 Extension of the 2013 Review of Flipped Learning (20-page PDF)

Literature Review of Flipped Learning.  Released in 2013 (21-page PDF)

The Flipped Learning Model: A White Paper Based on the Literature Review (16-page PDF)

The Executive Summary of the Literature Review (Two-page PDF)

Open Educational Resources

Survey Results on Using, Creating & Sharing Free Online Resources (Spring, 2013)
Infographic based on an online survey of 109 flipped teachers in the United States. By OER Research Hub & the FLN.

Creative Common License for Flipped Educators  (June 2014)
A graphical representation of when and how and why to add a CC license to your original work.

Additional Research

The Flipped Classroom Model for College Algebra: Effects on Student Achievement By Gerald Overmyer

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.

 

Affordances Of Flipped Learning And Its Effects On Student Engagement And Achievement By Jarod Bormann

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.

 

PROBING THE INVERTED CLASSROOM: A STUDY OF TEACHING AND LEARNING OUTCOMES IN ENGINEERING AND MATHEMATICS Educause. By Nancy Lape (Harvey Mudd College), Rachel Levy (Harvey Mudd College), Darryl Yong (Harvey Mudd College)

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.

 

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.

 

The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: A quasi-experimental, mixed-methods study  ProQuest. By Bryce F. Hantla.

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).

 

I Flipped My Classroom: One Teacher’s Quest to Remain Relevant Journal of Public Affairs Education. By John Gunyou.

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.

 

 

Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning CBE Life Sci Educ. By Jamie L. Jensen, Tyler A. Kummer, and Patricia D. d. M. Godoy.

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.

 

Using Presentation Software To Flip an Undergraduate Analytical Chemistry Course Journal of Chemical Education. By Neil Fitzgerald and Luisa Li.

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.