2017 UPDATE: As you will note below, in 2014 there was a pause in making updates to this page, while the FLN underwent some changes. In the meanwhile, there had been a huge upswing in flipped learning related research, as evidenced in part by this graphic below (borrowed from this excellent article by Robert Talbert).
If one wishes to explore the research further, and find more current research, a quick Google Scholar search for “flipped classroom” or similar terms will turn up a wealth of content!
Following are numerous examples of research published in 2015 and prior:
Project Tomorrow and the FLN:
The flipped classroom continues to grow in popularity and success. Recent study with Sophia captures the responses of 2,358 educators.
Based on a survey of 450 educators. Conducted by Classroomwindow and the FLN.
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.
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.