Flipped Classroom (Teaching and Learning)

From UBC Wiki
Jump to: navigation, search
My picture old school.png This page is part of the Teaching and Learning Resources Portal


Link to Complete Bibliography
For a complete bibliography, please visit the CTLT's shared folder on Refworks.

Having problems? Visit the RefWorks information guide.


Annotated Bibliography

  • Bates, S., Galloway, R. (2013). The inverted classroom in a large enrolment introductory physics course: a case study. Proc. HEA STEM Conf. Permalink.svg Permalink
  • Bergmann, J. & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Washington, DC: International Society for Technology in Education.Ubc-elink.png

In this book the authors explain the process and implementation of a flipped classroom.

  • Brown, A. F. (2012). A phenomenological study of undergraduate instructors using the inverted or flipped classroom model. ProQuest, UMI Dissertations Publishing).Ubc-elink.png

In this dissertation, the author uses a phenomenological approach to investigate a classroom-based instructional model called the inverted or flipped classroom. The purpose of the study is to explore the experience of instructors who have adopted this model for their classroom-based undergraduate courses. Findings for instructors show that the model has a complex structure requiring careful instructional design and implementation. The primary goal of this model is creating an active learning environment in the classroom. Findings for faculty development personnel and administrators include the following points: The participants are relearning to teach over time through a process of discovery. They appreciate the autonomy inherent in their role, as it enables them to act in response to student need. Instructors are reaching for more learner-centered approaches. The challenge is that the emphasis on technology use and online teaching may steer many instructors away from receiving guidance and assistance in improving their classroom-based teaching practices.

  • Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12-17.Ubc-elink.png

In this article the author describes how a High School in Minnesota, USA, has embraced the flipped classroom concept to ensure students have 24/7 access to extraordinary teaching.

  • Fulton, K. P. (2012). 10 reasons to flip. Phi Delta Kappan, 94(2), 20-24.Ubc-elink.png

Based on a study conducted in a small school in southern Minnesota, the authors highlight 10 good reasons educators should consider flipping their classroom. Among the most significant are that flipped classrooms allow students to move at their own pace, access curriculum 24/7, and teachers can use class time to work with students rather than deliver lectures.

  • Millard, E. (2012). 5 reasons flipped classrooms work: Turning lectures into homework to boost student engagement and increase technology-fueled creativity. University Business, 15(11), 26.Ubc-elink.png

This article highlights the advantages of flipped classrooms and discusses five reasons for doing a flip including increasing student engagement, strengthening team-based skills and offering personalized student guidance. The author states that the flipped model is impaired with clickers from the companies i>clicker and Turning Technologies LLC.

  • Sams, A., & Bergmann, J. (2013). Flip your students' learning. ALEXANDRIA: ASSOC SUPERVISION CURRICULUM DEVELOPMENT.Ubc-elink.png

In the article, the author talks about flipped learning, which helps teachers move away from direct instruction as their primary teaching tool toward a more student-centered approach. For many teachers, lecturing may not be the best use of their in-class time.However, when lecturing they are not necessarily engaging students in higher-order thinking. This is where the flipping comes in: Instead of coming to class to watch the teacher lecture and then going home to practice what they learned, students watch the lecture at home and then come to class to practice what they've learned--that is, they're now doing homework in class.

  • Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.Ubc-elink.png

This article compares the learning environments of an inverted introductory statistics class with a traditional introductory statistics class at the same university. This mixed-methods research study used the College and University Classroom Environment Inventory, field notes, interviews and focus groups to investigate and compare the learning environments of these two classrooms. Findings show that the students in the inverted classroom were less satisfied with how the classroom structure oriented them to the learning tasks in the course, but they became more open to cooperative learning and innovative teaching methods. The author further discusses these findings in terms of how they contribute to the stability and connectedness of classroom learning communities.

  • Wilson, S. G. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 40(3), 193-199.Ubc-elink.png

In this article, the author explores how the traditional lecture/homework structure of the undergraduate statistic course was “flipped” so that the majority of basic knowledge acquisition moved out of the classroom, making room for interactive activities during class time. The described changes had a positive impact on students’ attitudes toward the class and instructor as well as on students’ performance in the class.

Online Resources

See Also

Help Develop This Resource

Help develop this resource! You only need to login with your CWL to edit this page.

Let us know if you found this resource helpful by filling out this short feedback form.