RUNNING HEAD: FLIPPED CLASSROOMS

A Look into the Technology and Education of Flipped Classrooms

Caitlin Lewis
Radford University
EDET 620

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Introduction
In the world of education, there is a constant conversation about the
roles of various technologies and how they can be used. It seems as if every
day there are new options coming to light and more people are being
exposed to ways of teaching they never knew existed. This actually occurred
in my own math education class just the other day. We were discussing
various ways that teachers could differentiate their instructional methods,
and one student mentioned the flipped classroom strategy. I myself had
never heard of the idea previously, so I was interested to learn more about it.
The student who mentioned the flipped classroom strategy actually was in a
university class where the professor fully implemented this strategy. She
spoke of how at first she was not sure how she could benefit from this
teaching style, but in the end, she really enjoyed the way she was learning.
She felt it made the time in the classroom better spent and more meaningful
to what they were learning. After hearing about her personal experience
with the flipped classroom, I wanted to learn more about the instructional
method that was centered on technology in a way I was not very familiar
with.
Through this literature review I would like to take a look into some of
the background information on the topic, and research on flipped classrooms,
specifically some of the educational theories that play a significant role in the
research and outcomes. Following the theories and research, will be a look
into the effectiveness of a flipped classroom and how teachers will

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accomplish their jobs with this strategy in mind. Next, is insight into the
specific changes needed to be made by students in order to succeed in a
flipped classroom and lastly, the possible limitations that can arise with this
strategy.
Background Details
Many people have used a variety of the aspects of a flipped classroom
within their instruction, but the term flipped classroom is credited to a pair of
high school teachers from Colorado (Milman, 2014, p.1). In 2006 Jonathan
Bergman and Aaron Sams were relying on podcasts and screencasts as a
vital part of their instructional methods (Milman, 2014, p.1). These two
teachers were overwhelmed with the number of students missing school, and
wanted to find a way to reach their absent students (Jacot, Noren, & Berg,
2014, p.23). A flipped classroom is one in which actual classroom time is not
dedicated to instruction. Instead it is used for engaging activities (Milman,
2014, p.1). Concepts are presented to students through videos and other
visual methods. The students then can access the videos on their own time
and come to class to build upon the skills and concepts they have practiced
elsewhere. The idea of the flipped classroom might not have reached such
high heights had it not been for the advancement of the internet and Web
2.0 technology. Web 2.0 sites enable user interaction and participation by
having a user-friendly interface where one can edit and publish the existing
information (Jacot, Noren, & Berg, 2014, p.24). A few examples of common
Web 2.0 sites are Blackboard, WebCT, Weebly, wikis, and blogs (Jacot, Noren,

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& Berg, 2014, p.23). The ability and option to distribute information, work
together with others, and make connections outside of one physical room
has become a different idea entirely (Jacot, Noren, & Berg, 2014, p.23).
Instead, now it is possible to do those same things, but the room has become
a web of rooms connected by the internet and the new forms of technology
found within it.
Effectiveness of a Flipped Instructional Experience
One article I found when searching the literature focused on the
differences between a traditional classroom and a flipped classroom, with a
specific concentration on the accuracy and mental effort displayed by
students. Before going into detail about the study itself, it is important to
look into why this study was actually performed. There is not just one
specific theory, but a compilation from a few theorists that has been brought
together. The theorists mentioned in the article are Sweller, Miller, Baddeley
and Hitch, Pavio, and Mayer (Mattis, 2014, p. 233). The summarization of
the theories can be concluded that people learn more deeply from pictures
and spoken words than from pictures and printed words and learners learn
better when new information is explained by audio narration than on-screen
text known as the modality effect (Mattis, 2014, p. 233). However, there
are some who believe that this premise does not apply in all situations, and
there are specific circumstances a teaching situation needs to meet (Mattis,
2014, p. 233). As such, it was found that the modality principle would likely
not apply in situations when the presentation exceeds an allotted time, the

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animation has technical terms or symbols, is not in the learners native

language, or the material is already known to the learner (Mattis, 2014, p.
233). The goal of the researchers in this study was to examine the
variances of accuracy and mental effort concerning whether a traditional or
flipped classroom strategy is used. For the actual experiment forty-eight
students were split into two groups, a control group and experimental group
(Mattis, 2014, p. 236). The control group received visual only instruction,
and the experimental group received algebraic problems that were worked
throughout the time period of an instructional video (Mattis, 2014, p. 239).
The participants would rate their levels of cognitive effort and also
participated in pre and post tests on the subject. The results determined that
the flipped classroom strategy best helped the learning outcomes of
moderately complex problems, and cognitive results were highest when
highly complex problems were used (Mattis, 2014, p. 244). From this study,
it can be gathered that it is very likely for students participating in flipped
instruction to achieve a higher level of accuracy on their testing results
(Mattis, 2014, p. 244).
Qualitative Analysis of Student Academic Involvement
Other than measuring the scores of students it is necessary to
examine the impact a flipped classroom can have on student involvement
academically. First it is important to take a look at the theory that led up to
the development of this study. The theory of student involvement

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recognizes that both student time and energy are limited. As a

result, the more a student can direct his or her time and energy
toward a developmental goal of learning course material by
preparing for class, reading assigned materials, participating in
class and engaging faculty and peers, the more the student will
learn and in turn achieve his or her goal. (McCallum et al., 2015,
p. 43).
The study used a group of students who were participating in flipped
classroom instruction in two different math classes, and one business
management class (McCallum et al., 2015, p. 45). How the data of student
involvement would be collected presented somewhat of a challenge for the
researchers, because with students working outside of a classroom it is
difficult to observe them. The researchers decided on a survey and focus
group interviews (McCallum et al., 2015, p. 46). A group of sixty students
participated in the classes that were aligned with the instructional methods
of a flipped classroom, followed by the survey and interviews. During the
interviews, students were given questions about how worthwhile they found
the flipped classroom approach, and how it stimulated or retracted from their
classroom education and participation with both classmates and
instructors (McCallum et al., 2015, p. 46). From the results of this study it
was found that the students felt that the flipped classroom approach was
beneficial to their academic involvement. From the feedback collected there
was a list of positive and negative themes that the students noted. A few of

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the positive themes are access to recorded lectures, easy notetaking, and
peer learning (McCallum et al., 2015, p. 47). The only negatives were about
self-discipline and increased time and effort (McCallum et al., 2015, p. 47).
The conclusions brought about from the data are in line with the theory of
student involvement. The participants felt that when they were highly
academically involved in the instruction they were able to achieve more from
an academic standpoint (McCallum et al., 2015, p. 49).
How Can the Teacher Accomplish their Job
Having a successful flipped classroom can be a larger time
commitment in comparison with a standard classroom, ad educators need to
understand how they can be successful with this strategy. First off there is a
higher amount of planning needed to be completed prior to the start of the
class on the teachers part (Kovach, 2014, p.39). It takes effort and a teacher
who is willing to learn enough about technology in order to record and post
video lesson in an online format. For teachers new to the idea using a
PowerPoint with voice over is a good starting point, which can lead to video
recordings and even YouTube videos can be incorporated (Kovach, 2014,
p.39). Flipped classroom instructors have two options when it comes to the
creation of their materials. Either they can create and test all materials
before the start of the class or create the lessons weekly in order to adapt
the lessons to fit specifically the needs of the class (Kovach, 2014, p.39). For
the in-person part of the class the teacher must be prepared to adapt their
role as an instructor. Serving as an effective leader in the flipped classroom

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requires, to some degree, that instructors relinquish control from time to

time within the classroom and instead empower students/training
participants to be their own teachers and direct their learning processes at
various times throughout the course (Kovach, 2014, p.39). Even with the
sharing of responsibility of the learning in the classroom, the job of a flipped
classroom instructor will demand an educator who is knowledgeable about
the questions that may arise and can give feedback directly for students
when working with them in person (Kovach, 2014, p.39). The ultimate idea is
that teachers can help students succeed before they have a chance to fail
and, if possible, teachers can make adjustments to differentiate the
materials for the students.
Changes made to Instructional Experience from a Students
Perspective
Teachers are not the only ones who will need to adapt to a new role in
the classroom settings; students must be prepared to approach their
education with a newfound perspective. In order to be a thriving learner in a
flipped classroom students must be willing to take the necessary time to
engage fully them in the online content that is posted before the actual class
meeting (Kovach, 2014, p.40). This takes a very mature, dedicated student
who does not need a teacher to walk side by side throughout their entire
learning process. When students do meet with their peers and instructors for
the face to face portion, there is no time to sit back and observe. In order to
gain from the entire experience students must be willing to make the extra

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effort to be a participating student; otherwise, the goal of a deeper

understanding will not be met (Kovach, 2014, p.40).
Limitations of a Flipped Classroom
As with every up and coming educational strategy and technology
there are a few aspects of the flipped classroom that are not ideal. One area
where issues can arise is with the video itself. Also, the quality of the video
needs to be taken into consideration as a possible limitation. Various tools
and recording devices may produce low-quality videos with sound issues,
visual problems, or other areas can influence the quality as well (Milman,
2014, p.10). Along with video quality, resources that are available for
students to watch the videos on can vary. It is most beneficial for students
to have a personal computer to watch on; however, in a flipped classroom
there is no way to limit completely multitasking. For example, a student may
simply turn on a lesson video while completing other assignments, or even
watching television simultaneously. There are multiple limitations that can
arise on the students part, but limitations can come from the institutions as
well. One educator, John Gunyou speaks about many flipped classroom
educators like himself are having to rely greatly on their own personal
experience and research to incorporate these new methods (2015, p.24). He
also points out that schools need to prepare for accommodating the needs of
flipped classroom; for example, updating technical systems and software,
and better supporting instructors who use these methods. Even with a
variety of limitations, there are still more benefits to the use of flipped

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10

classrooms, it is just important that educators are aware so they can make
adjustments as needed.
Conclusion
Flipped classrooms demonstrate a great deal of potential and are
making their way in the world of educational technology. The flipped model
has the potential to enable teachers to cultivate critical and independent
thought in their students, building the capacity for lifelong learning and thus
preparing future graduates for their workplace contexts (O'Flaherty, &
Phillips, 2015, p.94). Before teachers can be prepared to make use of the
flipped classroom approach, it is important to look back on the research.
New studies are being developed about this instruction style, but there are
quite a few studies that show great promise for the future of flipped
classrooms. With the first study presented in this review, there is a clear look
into the importance from a cogitative standpoint why flipped classrooms are
important. The flipped classroom approach also allows for an increased level
of student involvement and achievement. Even with research to support a
flipped classroom it is not possible unless the teachers and students are
willing to adapt their roles to fit this instructional method.
Educators must be well versed in the technology requirements, but
also in the new way of handling their position virtually and face to face.
Students need to know what is expected of them as participants in a flipped
classroom. It may be necessary for students to discuss with their professors
before enrolling in a flipped class, so they can prepare for the adjustments

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they will need to make when it comes to participation and virtual lessons.
Lastly, there are a few limitations that are being uncovered as more
researchers are looking into the topic of flipped classrooms. However,
knowing the limitations is one of the first steps to combatting them and there
are ways to have a substantial flipped classroom within the limits.
In general, flipped classrooms are up and coming. There is a decent
amount of research and discussion about them, but in the near future surely
more researchers will be taking up this topic to study and find out more
about it and the deeper impact it has on students. In education, the idea of
a teacher as the sage on the stage is no longer the leading view of how a
classroom should run (Gilboy et al., 2015, p. 109). Instead active learning
with approaches, such as the flipped classroom, are great starts for
education where technological approaches are incorporated to maximize
learning.

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References
Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student
engagement using the flipped classroom. Journal of Nutrition Education
& Behavior, 47(1), 109-114. doi:10.1016/j.jneb.2014.08.008
Gunyou, J. (2015). I Flipped My Classroom: One teacher's quest to remain
relevant. Journal of Public Affairs Education, 21(1), 13-24.
Jacot, M. T., Noren, J., & Berge, Z. L. (2014). The flipped classroom in training
and development: Fad or the future?. Performance Improvement,
53(9), 23-28. doi:10.1002/pfi.21438
Kovach, J. V. (2014). Leadership in the "classroom". Journal for Quality &
Participation, 37(1), 39-40.
Mattis, K. (2015). Flipped classroom versus traditional textbook instruction:
Assessing accuracy and mental effort at different levels of
mathematical complexity. Technology, Knowledge & Learning, 20(2),
231-248. doi:10.1007/s10758-014-9238-0
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 & Learning In Higher Education, 27(1),
42-55.
Milman, N. B. (2014). The flipped classroom strategy. Distance Learning,
11(4), 9-11.
O'Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher
education: A scoping review. Internet & Higher Education, 25, 85-95.
doi:10.1016/j.iheduc.2015.02.002