http://www.lifescied.org/content/14/1/ar5.

short

Improvements from a Flipped Classroom May

Simply Be the Fruits of Active Learning
1. Jamie L. Jensen*,,
2. Tyler A. Kummer*, and
3. Patricia D. d. M. Godoy
+ Affiliations
1. *Department of Biology, Brigham Young University, Provo, UT 84602;
2. Health School, Universidade Potiguar, Lagoa NovaNatal, Rio Grande do Norte 59056-000,
Brazil

1. Mary Pat Wenderoth, Monitoring Editor

Submitted August 20, 2014.
Revised September 26, 2014.
Accepted September 27, 2014.

Abstract
The flipped classroom is a learning model in which content attainment is shifted forward to outside
of class, then followed by instructor-facilitated concept application activities in class. Current studies
on the flipped model are limited. Our goal was to provide quantitative and controlled data about the
effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped
classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only
the role of the instructor and control for as many of the other potentially influential variables as
possible. Results showed that both low-level and deep conceptual learning were equivalent between the
conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both
treatments ranked their contact time with the instructor as more influential to their learning than what
they did at home. We conclude that the flipped classroom does not result in higher learning gains or
better attitudes compared with the nonflipped classroom when both utilize an active-learning,
constructivist approach and propose that learning gains in either condition are most likely a result of the
active-learning style of instruction rather than the order in which the instructor participated in the
learning process.
http://www.jstor.org/stable/jeductechsoci.16.1.356?seq=1#page_scan_tab_contents
Abstract
ABSTRACT Schools are working to improve achievement through the examination of instructional
practice and the use of instructional technology. This article provides informed commentary on the state
of school reform and the need for continuous improvement, instructional improvement and
instructional technology improvement. It also presents advocacy for the use of a continuous
improvement system called lean as a toolkit for these improvement efforts. A discussion example of an
at risk high school's journey through continuous improvement and the use of a lean tool for analysis for
improvement resulting in the innovative use of screen capture technology is shared to highlight one
application of the lean framework presented.

http://link.springer.com/article/10.1007/s10758-014-9238-0

Flipped Classroom Versus Traditional Textbook

Instruction: Assessing Accuracy and Mental
Effort at Different Levels of Mathematical
Complexity
Authors
Authors and affiliations

Kristina V. MattisEmail author

Kristina V. Mattis
1
2
Email author
1. 1.University of San FranciscoSan FranciscoUSA
2. 2.San FranciscoUSA
Original research
First Online:

: 10.1007/s10758-014-9238-0
Cite this article as:
Mattis, K.V. Tech Know Learn (2015) 20: 231. doi:10.1007/s10758-014-9238-0

9 Citations
8 Shares
2.4k Downloads
Abstract
Flipped classrooms are an instructional technology trend mostly incorporated in higher education
settings, with growing prominence in high school and middle school (Tucker in Leveraging the power
of technology to create student-centered classrooms. Corwin, Thousand Oaks, 2012). Flipped
classrooms are meant to effectively combine traditional and online education by utilizing both in and
out-of-class time. Despite positively reported implications of the flipped classroom instructional
strategy, there is a deep shortage of literature and data that demonstrate advantages for student learning
outcomes. The purpose of this preliminary study with directions for future investigations was to
examine flipped classroom instruction versus a traditional classroom; specifically, an instructional
video versus traditional textbook instruction to assess accuracy and mental effort at three levels of
mathematical complexity. College-level nursing students who require mathematical mastery were used
as a pilot test group in anticipation that this experience could be translated for larger data sets of
variable age groups. Results indicated that accuracy increased and mental effort decreased with flipped
instruction. Using Swellers cognitive load theory and Mayers cognitive theory of multimedia learning
as theoretical frameworks, this study lends insight into designing effective instruction for learning
environments that could benefit from a flipped classroom framework.

http://journals.lww.com/nurseeducatoronline/Abstract/2013/09000/Using_the_Flipped_Classroom_in_
Graduate_Nursing.13.aspx

Using the Flipped Classroom in Graduate

Nursing Education
Critz, Catharine M. PhD, RN, CPNP, APRN-Rx; Knight, Diane PhD, RN, CPNP, APRN-Rx
Nurse Educator: September/October 2013 - Volume 38 - Issue 5 - p 210213
doi: 10.1097/NNE.0b013e3182a0e56a
Feature Articles

Abstract
Author Information

A flipped classroom is a pedagogical model that involves having students view online lectures, read
current evidence-based articles, and complete text readings prior to class. Students then come to class
ready to actively engage in collaborative learning through case scenarios, small group discussion, or
other meaningful, interactive activities. The flipped classroom model described here was an
overwhelming success for both students and faculty.
http://link.springer.com/article/10.1007/s40692-015-0043-0

Seamless flipped learning: a mobile technology-

enhanced flipped classroom with effective
learning strategies
Authors
Authors and affiliations

Gwo-Jen HwangEmail author

Chiu-Lin Lai
Siang-Yi Wang

Gwo-Jen Hwang
1
Email author
Chiu-Lin Lai
1
Siang-Yi Wang
1

1. 1.Graduate Institute of Digital Learning and EducationNational Taiwan University of Science

and TechnologyTaipeiTaiwan
Article
First Online:
15 August 2015

: 10.1007/s40692-015-0043-0
Cite this article as:
Hwang, GJ., Lai, CL. & Wang, SY. J. Comput. Educ. (2015) 2: 449. doi:10.1007/s40692-015-
0043-0

10 Citations
7 Shares
5.1k Downloads

Abstract
The flipped classroom has been recognized by educators as an innovative and effective instructional
approach. It totally overthrows traditional instruction by switching in-class instruction time with at-
home practicing time. While the effectiveness of the flipped room has been identified, the challenges of
applying it to school settings have also been pointed out, such as the need for effective in-class learning
designs and the necessity of helping students learn across at-home and in-school contexts. In this paper,
the challenges as well as the definition, characteristics, and educational objectives of flipped learning
are introduced; moreover, the seamless flipped learning model is proposed by integrating the features
of mobile and wireless communication technologies into the flipped classroom model to provide a
guide for researchers and educators to develop effective flipped learning activities and plans for helping
students learn seamlessly across contexts.

http://www.sciencedirect.com/science/article/pii/S1096751615000056

The use of flipped classrooms in higher

education: A scoping review
Jacqueline O'Flahertya, , ,
Craig Phillipsb

Show more
http://doi.org/10.1016/j.iheduc.2015.02.002
Get rights and content

Referred to by
Jacqueline O'Flaherty, Craig Phillips, Sophia Karanicolas, Catherine Snelling, Tracey
Winning

Corrigendum to The use of flipped classrooms in

higher education: A scoping review [The Internet
and Higher Education 25 (2015) 8595]
The Internet and Higher Education, Volume 27, October 2015, Page 90
PDF (117 K)

Highlights

Flipped class has the capacity for building lifelong skills for 21st Century learners.


Misunderstanding of the key elements necessary for successful flipping

Under-utilisation of conceptual frameworks and design in flipped classroom

Need for stronger evidence in evaluating student outcomes in flipped classrooms

Abstract
There is increasing pressure for Higher Education institutions to undergo transformation, with
education being seen as needing to adapt in ways that meet the conceptual needs of our time. Reflecting
this is the rise of the flipped or inverted classroom. The purpose of this scoping review was to provide a
comprehensive overview of relevant research regarding the emergence of the flipped classroom and the
links to pedagogy and educational outcomes, identifying any gaps in the literature which could inform
future design and evaluation. The scoping review is underpinned by the five-stage framework Arksey
and O'Malley. The results indicate that there is much indirect evidence emerging of improved academic
performance and student and staff satisfaction with the flipped approach but a paucity of conclusive
evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate
education and post-graduate education.

http://search.proquest.com/openview/716961f5a4e7ebdfb11e4629df412723/1?pq-
origsite=gscholar&cbl=25848

http://ieeexplore.ieee.org/abstract/document/6684923/
Abstract:
An alternative to the traditional classroom structure that has seen increased use in higher education is
the flipped classroom. Flipping the classroom switches when assignments (e.g. homework) and
knowledge transfer (e.g. lecture) occur. Flipped classrooms are getting popular in secondary and post-
secondary teaching institutions as evidenced by the marked increase in the study, use, and application
of the flipped pedagogy as it applies to learning and retention. The majority of the courses that have
undergone this change use applied learning strategies and include a significant learning-by-doing
component. The research in this area is skewed towards such courses and in general there are many
considerations that educators ought to account for if they were to move to this form of teaching.
Introductory courses in computer programming can appear to have all the elements needed to move to a
flipped environment; however, initial observations from our research identify possible pitfalls with the
assumption. In this work in progress the authors discuss early results and observations of implementing
a flipped classroom to teach an introductory programming course (CS1) to engineering, engineering
technology, and software engineering undergraduates.
http://www.healio.com/nursing/journals/jcen/2013-10-44-10/%7B6eccfd1c-103b-443a-a70f-
aa2db9540c0f%7D/the-flipped-classroom-for-professional-development-part-i-benefits-and-strategies

The Flipped Classroom for Professional

Development: Part I. Benefits and Strategies
Katie McDonald, MS; Charlene M. Smith, DNS, MSEd, WHNP, RN-BC, CNE
The Journal of Continuing Education in Nursing
October 2013 - Volume 44 Issue 10: 437-438
Posted October 1, 2013
DOI: 10.3928/00220124-20130925-19

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Abstract
Article
References

Individualizing the educational encounter is supported by flipping the classroom experience. This
column offers an overview and describes the benefits of flipping the classroom. Part II will explore the
practicalities and pedagogy of lecture capture using podcasts and videos, a technology strategy used in
flipping the classroom.

http://www.tandfonline.com/doi/abs/10.1080/07294360.2014.934336

Motivation and cognitive load in the flipped

classroom: definition, rationale and a call for
research
Lakmal Abeysekera & Phillip Dawson

Pages 1-14 | Published online: 14 Aug 2014

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http://dx.doi.org/10.1080/07294360.2014.934336


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Abstract
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.
http://www.sciencedirect.com/science/article/pii/S1499404614006381

Enhancing Student Engagement Using the

Flipped Classroom
Mary Beth Gilboy, PhD, RDN1, , ,
Scott Heinerichs, EdD, ATC2,
Gina Pazzaglia, PhD, RDN1

Show more
http://doi.org/10.1016/j.jneb.2014.08.008
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Abstract
The flipped classroom is an innovative pedagogical approach that focuses on learner-centered
instruction. The purposes of this report were to illustrate how to implement the flipped classroom and
to describe students' perceptions of this approach within 2 undergraduate nutrition courses. The
template provided enables faculty to design before, during, and after class activities and assessments
based on objectives using all levels of Bloom's taxonomy. The majority of the 142 students completing
the evaluation preferred the flipped method compared with traditional pedagogical strategies. The
process described in the report was successful for both faculty and students.