Documentation:Flipped Classroom Research

This section includes evidence and research related to the flipped classroom in teaching and learning.

• Aiken, J. M., Lin, S. Y., Douglas, S. S., Greco, E. F., Thoms, B. D., Caballero, M. D., & Schatz, M. F. (2014). Student Use of a Single Lecture Video in a Flipped Introductory Mechanics Course. Retrieved from http://arxiv.org/ftp/arxiv/papers/1407/1407.2620.pdf

• Bates, Simon & Galloway, Ross (2013) inverted classroom in a large enrolment introductory physics course : a case study. In n: HEA STEM: Annual Learning and Teaching Conference, 17-18 Apr 2013, University of Birmingham. (Unpublished) Retrieved from http://jisctechdis.ac.uk/assets/Documents/stem-conference/PhysicalSciences/Simon_Bates_Ross_Galloway.pdf

• Connor, K. A. (2014). Flipping a Classroom: A Continual Process of Refinement. Conference of the American Society for Engineering Education. Retrieved from http://www.asee.org/file_server/papers/attachment/file/0004/4535/ASEE_Flipped_Process_v3.pdf

• Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends, 57(6), 14-27. Retrieved from: http://link.springer.com/article/10.1007/s11528-013-0698-1 Off-Campus link: http://ezproxy.library.ubc.ca/login?url=http://link.springer.com/article/10.1007/s11528-013-0698-1

• Jensen, Jamie L., Kummer, Tyler A., Godoy, Patricia D. d. M. Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

http://www.lifescied.org/content/14/1/ar5.full.pdf+html Research that looks at the role of active learning as a factor in the learning impacts attributed to the Flipped Classroom.

• Min Kyu Kim, So Mi Kim, Otto Khera, Joan Getman, The experience of three flipped classrooms in an urban university: an exploration of design principles, The Internet and Higher Education, Volume 22, July 2014, Pages 37-50, ISSN 1096-7516, http://dx.doi.org/10.1016/j.iheduc.2014.04.003. http://www.sciencedirect.com/science/article/pii/S1096751614000219 , Off-Campus link: http://ezproxy.library.ubc.ca/login?url=http://www.sciencedirect.com/science/article/pii/S1096751614000219

• Maureen J. Lage , Glenn J. Platt & Michael Treglia (2000) Inverting Classroom: A Gateway to Creating an Inclusive Learning Environment, The Journal of Economic Education, 31:1, 30-43, http://dx.doi.org/10.1080/00220480009596759 Off-campus link: http://ezproxy.library.ubc.ca/login?url=http://www.jstor.org/discover/10.2307/1183338?uid=3739400&uid=2&uid=3737720&uid=4&sid=21104775230327

• Gannod, G. C., Burge, J. E., & Helmick, M. T. (n.d.). Using the Inverted Classroom to Teach Software Engineering. sc.lib.muohio.edu. Oxford, Ohio: Miami University: Department of Computer Science & Sysltem Analysis. Retrieved from http://sc.lib.muohio.edu/bitstream/handle/2374.MIA/206/fulltext.pdf?sequence=1

• Schneider, Bertrand, Jenelle Wallace, Paulo Blikstein, and Roy Pea. "Preparing for Future Learning with a Tangible User Interface: The Case of Neuroscience." IEEE Transactions on Learning Technologies (TLT) (2013): n. pag. Stanford University. Web. 28 Aug. 2013. [http://www.computer.org/cms/Computer.org/transactions/tlt/pdfs/tlt2013020117.pdf

• Smith, J. D. (2013). Student attitudes toward flipping the general chemistry classroom. Chemistry Education Research and Practice, 14(4), 607-614. Retrieved from: http://pubs.rsc.org/en/content/articlehtml/2013/rp/c3rp00083d Off Campus? Use the following link http://pubs.rsc.org.ezproxy.library.ubc.ca/en/content/articlehtml/2014/rp/c4rp00003j

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

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.

• Teo, T. W., Tan, K. C. D., Yan, Y. K., Teo, Y. C., & Yeo, L. W. (2014). How flip teaching supports undergraduate chemistry laboratory learning. Chemistry Education Research and Practice. Retrieved from: http://pubs.rsc.org/en/content/articlehtml/2014/rp/c4rp00003j Off-Campus link: http://ezproxy.library.ubc.ca/login?url=http://pubs.rsc.org/en/content/articlehtml/2014/rp/c4rp00003j

• 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.

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.