Flipped Classrooms’ may not have any impact on learning

‘#FlippedClassrooms’ may not have any impact on learning – See more at: http://www.eduwire.com/technology/flipped-classrooms-may-not-have-any-impact-on-learning/#sthash.ydZEqVVD.dpuf

Students reported in anonymous surveys that they either loved or hated the new model, and some said they felt the flipped classroom had a heavier workload since it required students to set aside time to watch the lengthy lecture videos.

Professors, too, had to spend considerably more time making and editing the videos and crafting engaging, hands-on sessions for their classes, she says.

Given these drawbacks, the fact that the actual learning outcomes seemed unaffected by the switch suggested that it might not be worth the hassle, Lape says.

3 thoughts on “Flipped Classrooms’ may not have any impact on learning

  1. list of peer reviewed literature on “flipped classroom”

    Findlay-Thompson, S., & Mombourquette, P. (2013). EVALUATION OF A FLIPPED CLASSROOM IN AN UNDERGRADUATE BUSINESS COURSE. Global Conference On Business & Finance Proceedings, 8(2), 138-145.

    Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology search.ebscohost.com/login.aspx?direct=true&AuthType=ip&db=keh&AN=88785048

    Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research & Development, 61(4), 563-580. doi:10.1007/s11423-013-9305-6

    Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the Classroom to Improve Student Performance and Satisfaction. Journal Of Nursing Education, 52(10), 597-599. doi:10.3928/01484834-20130919-03

    Butt, A. (2014). STUDENT VIEWS ON THE USE OF A FLIPPED CLASSROOM APPROACH: EVIDENCE FROM AUSTRALIA. Business Education & Accreditation, 6(1), 33-43.

    Strayer, J. F. (2012). How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation. Learning Environments Research, 15(2), 171-193.

    Critz, C. M., & Knight, D. (2013). Using the Flipped Classroom in Graduate Nursing Education. Nurse Educator, 38(5), 210-213. doi:10.1097/NNE.0b013e3182a0e56a

    Herreid, C., & Schiller, N. A. (2013). Case Studies and the Flipped Classroom. Journal Of College Science Teaching, 42(5), 62-66.

    Jottings by Saquarrah. (2013). Medical Teacher, 35(6), 532-533.


    Brunsell, E., & Horejsi, M. (2013). Science 2.0. Science Teacher, 80(2), 8.

  2. Gerstein, J. (n.d.). The Flipped Classroom: The Full Picture.
    Book Description Publication Date: June 21, 2012 The flipped classroom has gained press and credibility within education circles. The lecture or didactic component of the lesson becomes available to the learner as a video to be viewed during his or her own time, often as homework. The advantage of the flipped classroom is that the content, often the theoretical/lecture-based component of the lesson, becomes more easily accessed and controlled by the learners. A major roadblock or barrier to the implementation of this model is that many educators do not know what to do in the classroom with the time once spent doing lectures. For educators, who are used to and use the didactic model, a framework is needed to assist them with the implementation of the Flipped Classroom. The Flipped Classroom Model: The Full Picture is a model where the video lectures and vodcasts fall within a larger framework of learning activities. It provides a sequence of learning activities based on the learning theories and instructional models of experiential learning. The Flipped Classroom: The Full Picture provides a discussion of how videos lectures fall within a larger framework of learning activities; strategies for using technology to support a full cycle of learning and address a full spectrum of learning activities and learning styles; and ideas for using technology to support a broad range of student learning including reflection and demonstration of knowledge. Chapters are: What is the Flipped Classroom; Problems and Issues with the Flipped Classroom; The Flipped Classroom: The Full Picture; How The Flipped Classroom: The Full Picture Supports Universal Design for Learning; The Flipped Classroom in Higher Education; Mobile Learning and the Flipped Classroom; An Example Lesson; and The Flipped Classroom: The Full Picture for Tinkering and Maker Education.

    Slideshare about the book: http://www.slideshare.net/jgerst1111/flipped-classroomfull-picture-presentation-2013

    2. What do you think is the biggest misconception about flipped classrooms?
    The biggest misconception about the flipped classroom is that it is about the videos. Many discussions about the Flipped Classroom revolve around the videos and how to locate and/or develop them. I find it ironic that many posts I have read about the Flipped Classroom stated this fact yet then went on to describe how to create one’s own instructional videos. I take a different stance. My discussions and posts about the flipped classroom revolve around the types of activities that can be used during the face-to-face and synchronous time with students with a list of viable academic-related video sharing site.


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