van Vliet E. A., Winnips J. C., & Brouwer N. (2015). Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist. CBE—Life Sciences Education, 14 (Fall), 1–10. doi:10.1187/cbe.14-09-0141The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. The same students were followed in a traditional course and in a course in which flipped classes were substituted for part of the traditional lectures. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. We therefore propose repeated use of flipped classes in a curriculum to make effects on metacognition and collaborative-learning strategies sustainable.

Choi, H-H., van Merriënboer J. J. G., & Paas, F. (2014). Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load. Educational Psychologist, 26, 225–244. doi: 10.1007/s10648-014-9262-6Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and more specifically its effects on cognitive load, can be regarded as a determinant of the effectiveness of instruction. We present an updated version of the cognitive load model of Paas and Van Merriënboer (Educational Psychology Review, 6:351–371, 1994a), in which the physical learning environment is considered a distinct causal factor that can interact with learner characteristics, learning-task characteristics, or a combination of both. Previous research into effects of the physical learning environment

on cognitive performance that could inspire new cognitive load research is discussed, and a future research agenda is sketched.

Brünken, R., Plass J. L., & Leutner, D. (2013). Direct Measurement of Cognitive Load in Multimedia Learning. Educational Psychologist, 38(1), 53–61. Retrieved from http://steinhardtapps.es.its.nyu.edu/create/courses/2174/reading/Bruenken_Plass_Leutner_EP.pdfCognitive load theory (CLT) is gaining increasing importance in the design and evaluation of instruction, both traditional and technology based. Although it is well understood as a theoretical construct, the measurement of cognitive load induced by instructional materials in general, and by multimedia instruction in particular, mainly relies on methods that are either indirect, subjective, or both. Integrating aspects of CLT, working memory research, and cognitive theories of multimedia learning, we describe the conceptual basis and practical implementation of a dual-task approach to the direct measurement of cognitive load in multimedia learning. This computer-based instrument provides a direct and objective measure that overcomes many of the shortcomings of other indirect and subjective methods that will enable researchers to validate empirically theoretical predictions of CLT.

Abeysekera, L., & Dawson, P. (2014) Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale and a Call for Research. Higher Education Research and Development, 34(1), 1-14. doi: 10.1080/07294360.2014.934336Flipped 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.

Moran, K., & Milsom, A. (2015). The Flipped Classroom in Counselor Education. Counselor Education & Supervision, 54, 32-54. doi: 10.1002/j.1556-6978.2015.00068.xThe flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped-classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared.

Huggins, C.M., & Stamatel, J. P. (2015) An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-based Learning. Teaching Sociology, 43(3), 227-235. doi:10.1177/0092055X15581929Lecturing has been criticized for fostering a passive learning environment, emphasizing a one-way flow of information, and not adequately engaging students. In contrast, active-learning approaches, such as teambased learning (TBL), prioritize student interaction and engagement and create multidirectional flows of information. This paper presents an exploratory analysis of whether lecturing or TBL was better for teaching content; developing skills, such as critical thinking; and creating an enjoyable learning environment in a sociology course. Results showed few differences

in these outcomes between groups taught with the two different methods, although TBL students thought they improved their oral communication and creative thinking skills more than the lecture students, and they reported getting to know their professor and classmates more than did the lecture students.

Kim, S.-H., Park N.-H. & Joo, K.-H. (2014). Effects of Flipped Classroom based on Smart Learning on Self-directed and Collaborative Learning. International Journal of Control and Automation, 7(12), 69-80. http://dx.doi.org/10.14257/ijca.2014.7.12.07This study seeks to explore the effects of smart-based flipped learning activities on learners’ study achievement, self-directed learning, collaborative learning and information use ability. To achieve this study purpose, 112 6th-grade students in the elementary school Pin Gympo-si, Gyeonggi-do South Korea were selected as this research experiment group(Flipped classroom based on smart-learning, and normal flipped learning) as well as the control group (traditional ICT-based class learning). They were examined for 11 weeks from the 2nd week of March to 2nd week of May, 2014. In the Flipped classroom based on smartlearning, the participants studied at home in advance with materials made by their teachers. Then, in class, they searched data instantly by using smart pads, used applications for learning or as a tool, and conducted online evaluation, etc. The normal flipped learningbased education group studied at home in advance with videos made by their teachers and, in class, they were instructed to focus on knowledge sharing among themselves and discussions. As a result, an effect on study achievement was found between the flipped learning and traditional ICT-based learning methods. And the smart-based flipped learning was found to have improved self-directed learning ability more than the general flipped learning and traditional ICT-based method. Collaborative learning ability and information use ability were found to be more improved with statistical significance in the smart-based flipped learning group than the other groups.

Moffett, J., & Mill, A. C. (2014). Evaluation of the flipped classroom approach in a veterinary professional skills course. Advances in Medical Education and Practice, 5, 415–425. http://dx.doi.org/10.2147/AMEP.S70160Background: The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick’s effectiveness of training framework. Methods: This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach’s alpha, Kruskal–Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test.Results: A total of 133 IVM students and 64 VPF I students (n197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean 21.41.48 standard deviation; VPF I mean 20.252.20 standard deviation; Wilcoxon test, w7,578; P,0.001).Conclusion: This study demonstrates that learners seem to prefer a flipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of multiple-choice items delivered during a written examination.

Flipped Learning Network, Pearson & George Mason University (2014, June). Extension of a Review of Flipped Learning. Retrieved from http://researchnetwork.pearson.com/wp-content/uploads/613_A023_FlippedLearning_2014_JUNE_SinglePage_f.pdfWith research support from George Mason University and sponsored by Pearson, the Flipped Learning Network offers the first comprehensive literature review and extension on the Flipped Learning model. 

McGivney-Burelle, J. & Xue, F. (2013). Flipping Calculus. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 23(5), 477-486. doi: 10.1080/10511970.2012.757571In this paper we discuss flipping pedagogy and how it can transform the teaching and learning of calculus by applying pedagogical practices that are steeped in our understanding of how students learn most effectively. In particular, we describe the results of an exploratory study we conducted to examine the benefits and challenges of flipping a unit of study, the applications of the definite integral, in a Calculus II course. Data on student performance in flipped and non-flipped sections of the course are presented. In addition, students’ perceptions of the flipped unit are presented and discussed.

Lane-Kelso, M. (2015). The Pedagogy of Flipped Instruction in Oman. The Turkish Online Journal of Educational Technology, 14(1), 143-150. Retrieved from: http://www.tojet.net/articles/v14i1/14115.pdf“Flipping the classroom”, or reverse instruction has been hailed the new pedagogical approach for preparing students for the 21st century. The idea behind this method is relatively simple. Instead of structuring class work to deliver direct instruction from the teacher in class and giving homework to students to practice outside of class, the sequence is reversed, or “flipped” to provide content instruction as homework and practice or application in

the classroom. This paper focuses on the pedagogy of flipped instruction and the experiences of the flipping method with graduate students in Oman. The paper concludes with thoughts about the intrinsic value of flipped instruction within traditional educational systems.Martin Forsey , Mitchell Low and David Glance (2013) Flipping the sociology classroom: Towards a practice of online pedagogy. Journal of Sociology. Volume 49(4): 471–485 doi:10.1177/1440783313504059 Profound changes are under way in university learning and teaching. Online education is taking hold as never before, catalysed in no small part by the advent of Massive Open Online Courses (MOOCs), free university units offered online to anyone with an internet connection. MOOCs appear to be intensifying the trend towards ‘flipping’ the classroom, which involves students engaging with course materials online – usually short videos and readings – then coming to classes constructed as workshops or symposia in which they are invited to practically apply their new knowledge in a variety of ways. This article reports on the ways in which MOOCs have allowed us to critically re-examine pedagogy and practice in the sociology classroom and to test our own assumptions regarding effective pedagogy via an action research project interrogating student reception of a flipped sociology class. Based on preliminary surveys, participant observation and formal interviews gauging student perceptions and initial reception to this particular class, the research reported here offers important correctives to debates that are usually based more on supposition than empirical evidence.Flipped Learning Network (2013). A Review of Flipped Learning. Retrieved from http://www.flippedlearning.org/review

Jacob Enfield (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN. TechTrends • November/December 2013 Volume 57, Number 6. 14-27. Retrieved from: http://link.springer.com/article/10.1007%2Fs11528-013-0698-1

Scholars and practitioners have reported the positive outcomes of a flipped, or inverted, approach to instruction (Baker, 2000; Lage, Platt, & Treglia, 2000; Bergmann, 2011; Wright, 2011; Pearson, 2012; Butt, 2012; Bates, 2012). While many of the reports are anecdotal, the sheer number of instructors that have reported successful implementation of the strategy provides some evidence of its powerful use as an instructional method. This study provides a detailed case in which one approach of the Flipped Classroom Model of Instruction was applied in two classes at California State University Northridge. Student reports suggest that the approach provided an engaging learning experience, was effective in helping students learn the content, and increased self-efficacy in their ability to learn independently. Additionally, challenges and potential solutions to those challenges are discussed.Wong, T. H., Ip, E. J., Lopes, I., & Rajagopalan, V. (2014). Pharmacy Students’ Performance and Perceptions in a Flipped Teaching Pilot on Cardiac Arrhythmias. American Journal of Pharmaceutical Education 2014, 78(10), 185. doi: 10.5688/ajpe7810185Objective. To implement the flipped teaching method in a 3-class pilot on cardiac arrhythmias and to assess the impact of the intervention on academic performance and student perceptions.Design. An intervention group of 101 first-year pharmacy students, who took the class with the flipped teaching method, were supplied with prerecorded lectures prior to their 3 classes (1 class in each of the following subjects: basic sciences, pharmacology, and therapeutics) on cardiac arrhythmias. Class time was focused on active-learning and case-based exercises. Students then took a final examination that included questions on cardiac arrhythmias. The examination scores of the intervention group were compared to scores of the Spring 2011 control group of 105 first-year students who took the class with traditional teaching methods. An online survey was conducted to assess student feedback from the intervention group.Assessment. The mean examination scores of the intervention group were significantly higher than the mean examination scores of the control group for the cardiac arrhythmia classes in pharmacology (with 89.6 6 2.0% vs 56.8 6 2.2%, respectively) and therapeutics (89.2 6 1.4% vs 73.7 6 2.1%,

respectively). The survey indicated higher student satisfaction for flipped classes with highly rated learning objectives, recordings, and in-class activities.Conclusion. Use of the flipped teaching method in a 3-class pilot on cardiac arrhythmias improved examination scores for 2 of the 3 classes (pharmacology and therapeutics). Student satisfaction was influenced by the quality of the learning objectives, prerecorded lectures, and inclass active-learning activities. Krista E. DeLeeuw and Richard E. Mayer. (2008) A Comparison of Three Measures of Cognitive Load: Evidence forSeparable Measures of Intrinsic, Extraneous, and Germane Load. Journal of Educational Psychology2008, Vol. 100, No. 1, 223–234 DOI: 10.1037/0022-0663.100.1.223Understanding how to measure cognitive load is a fundamental challenge for cognitive load theory. In 2 experiments, 155 college students (ages _ 17 to 22; 49 men and 106 women) with low domain knowledge learned from a multimedia lesson on electric motors. At 8 points during learning, their cognitive load was measured via self-report scales (mental effort ratings) and response time to a secondary visual monitoring task, and they completed a difficulty rating scale at the end of the lesson. Correlations among the three measures were generally low. Analyses of variance indicated that the response time measure was most sensitive to manipulations of extraneous processing (created by adding redundant text), effort ratings were most sensitive to manipulations of intrinsic processing (created by sentence complexity), and difficulty ratings were most sensitive to indications of germane processing (reflected by transfer test performance). Results are consistent with a triarchic theory of cognitive load in which different aspects of cognitive load may be tapped by different measures of cognitive load.Tezer, M., & Ozcan, D. (2015). A Study of the Validity and Reliability of a Mathematics Lesson Attitude Scale and Student Attitudes. Eurasia Journal of Mathematics, Science & Technology Education, 11(2), 371-379. doi: 10.12973/eurasia.2015.1349a

Attitudes of the students towards mathematics lessons are very important in terms of their success and motivation. The purpose of this study is to develop a scale for the assessment of primary school students‟ attitudes towards mathematics courses in the 2nd and 3rd grades, to analyse its validity-reliability structure and to determine the students' attitudes towards mathematics. Emotional facial expressions are used in the scale because students can have reading and writing literacy difficulties in the 2nd and 3rd grades. The study group of this research consisted of 350 primary school students studying in the 2nd and 3rd grades of primary schools located in Northern Cyprus. The Cronbach alpha reliability coefficient of the scale was 0.92. Factor analysis results suggested that the scale was gathered in one factor and total variance explained was 57.796% for one factor. In general, it is suggested that students‟ attitudes towards mathematics were „happy ‟.Grant, C. (2013). First Inversion: A Rationale for Implementing the ‘Flipped Approach’ in Tertiary Music Courses. Australian Journal of Music Education, 1, 3-12. Retrieved from: http://researchhub.griffith.edu.au/display/n2768865315db810b0a190ff0635b726bFor several reasons, current models of tertiary education seem unviable. A shifting educational landscape with rising student numbers, an increasingly diverse student cohort, and high levels of student disengagement have led to concerns about the continued relevance of ‘traditional’ teaching and learning methods. At the same time, the possibilities opened up by digital technologies are both driving and necessitating radical shifts in pedagogical models. This situation underscores the need to investigate models that may address some of these shifts in higher education. In the Australian tertiary music sector, where some institutions are struggling to retain quality tuition, this task is urgent. Taking as its point of departure a collaborative constructivist theoretical framework (Garrison & Akyol, 2009), this paper examines one pedagogical approach, the “flipped classroom”, for its potential to improve teaching and learning outcomes in tertiary music courses. Benefits, challenges and disadvantages of this model are discussed, as well as suggestions for implementation and further research. The author hopes to encourage consideration of flipped learning as a credible,

evidence-based, and educationally sound new direction for tertiary music education.

Hutchings, M. & Quinney, A. (2015). The Flipped Classroom, Disruptive Pedagogies, Enabling Technologies and Wicked Problems: Responding to ‘the Bomb in the Basement. The Electronic Journal of e-Learning, 13 (2), 106-119. Retrieved from: www.ejel.orgAbstract: The adoption of enabling technologies by universities provides unprecedented opportunities for flipping the classroom to achieve student-centred learning. While higher education policies focus on placing students at the heart of the education process, the propensity for student identities to shift from partners in learning to consumers of education provides challenges for negotiating the learning experience. Higher education institutions (HEIs) are grappling with the disruptive potential of technology-enabled solutions to enhance education provision in cost-effective ways without placing the student experience at risk. These challenges impact on both academics and their institutions demanding agility and resilience as crucial capabilities for universities endeavouring to keep up with the pace of change, role transitions, and pedagogical imperatives for student-centred learning. The paper explores strategies for effective change management which can minimise risk factors in adopting the disruptive pedagogies and enabling technologies associated with ‘flipping the classroom’ for transformative learning. It recognises the significance of individual, cultural and strategic shifts as prerequisites and processes for generating and sustaining change. The analysis is informed by the development of a collaborative lifeworld-led, transprofessional curriculum for health and social work disciplines, which harnesses technology to connect learners to humanising practices and evidence based approaches. Rich data from student questionnaires and staff focus groups is drawn on to highlight individual and organisational benefits and barriers, including student reactions to new and challenging ways of learning; cultural resistance recognised in staff scepticism and uncertainty; and organisational resistance, recognised in lack of timely and responsive provision of technical infrastructure and support. Intersections between research orientations, education strategies and technology affordances will be

explored as triggers for transformation in a ‘triple helix’ model of change, through examining their capacity for initiating ‘optimum disruption’ to facilitate student-centred learning, role transitions, and organisational change. We share the findings of ‘our story’ of change to harness the positive utility of these triggers for transformation through deploying strategies for negotiating complexity, including the requirement for a shared vision, a robust team approach, the need for ongoing horizon scanning and application of soft skills (e.g. active listening, timely communication) necessary in order to build student confidence, academic partnerships, and facilitate organisational dexterity and resilience in the face of barriers to change.

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 and Learning in Higher Education, 27(1), 42-55. Retrieved from: http://www.isetl.org/ijtlhe/Colleges and universities remain attentive to developing and supporting ways to foster student academic success. These efforts have taken on more importance as student success, commonly measured by student learning achievement, has failed to meet expectations. For colleges and universities, the flipped classroom represents a student-centered method of fostering academic involvement that is recognized as a positive contributor to student success. This exploratory study examined the flipped classroom’s influence on student academic, student peer-to-peer and student faculty involvement. The study involved 60 undergraduate students (28 male, 32 female) from three flipped classrooms consisting of courses in mathematics and business. Focus group interviews were conducted to gather student feedback regarding their behaviors and classroom engagement. Additionally, a brief survey was administered to collect demographic information as well as quantitative data regarding student perceptions. Findings indicated student academic involvement was present through note taking, viewing video lectures, active in-class learning and collaboration. Students cited peer-to-peer and student-faculty engagement as essential to relationship building, peer learning, and meaningful involvement with faculty.

Paas, F., van Gog, T., & Sweller, J. (2010). Cognitive Load Theory: New Conceptualizations,Specifications, and Integrated Research Perspectives. Educational Psychologist, 22, 115–121. doi: 10.1007/s10648-010-9133-8Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on cognitive load theory discuss new conceptualizations of the different categories of cognitive load, an integrated research perspective of process-oriented and cognitive load approaches to collaborative learning, an integrated research perspective of cognitive and social–cognitive approaches to example based learning, and a specification of the theory focusing on the acquisition of generalized knowledge structures as a means to facilitate flexible problem-solving skills. This article provides a short introduction to the theory, discusses someKirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75-86. doi: 10.1207/s15326985ep4102_1Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide “internal” guidance. Recent developments in instructional research and instructional

design models that support guidance during instruction are briefly described.

Sartawi, A. A., Alsawaie, O. N., Dodeen, H, Tibi, S., & Alghazo, I. M. (2012). Predicting Mathematics Achievement by Motivation and Self-Efficacy across Gender and Achievement Levels. Interdisciplinary Journal of Teaching and Learning, 2(2), 59-77. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1056531.pdf This study investigated the extent to which self-efficacy and motivation served as a predictor for mathematics achievement of fifth grade students in United Arab Emirates (UAE) across gender and achievement levels. Self-efficacy was measured by two scales, which differed in levels of specificity—Category Specific and Task Specific. Motivation was measured through four sub-constructs of motivation—A motivation, External Regulation, Introjected Regulation, and Intrinsic Motivation. A total of 287 fifth grade students with an average age of 10.3 years were randomly selected to participate in this study. The multiple regression model showed that the six predictors were able to explain together high percentage (32%) of the variance of mathematics achievement. Also the results indicated that the best three predictors were Task Specific, External Regulation, and Intrinsic Regulation. When conducting the regression model across gender, the results showed that 30% of the variance in mathematics achievement was explained by the six predictors for the male group while only 21% of the variance was explained for the female group. The regression model was not invariant across achievement levels. While the model predicted approximately 20% of the variance of mathematics achievement for each of the low and high achieving students, the model was not statistically appropriate for the medium achievement students as it predicted only 5% of the variance of mathematics achievement. Additionally, the performance of the six predictors varied according to the achievement level.Pearson & Flipped Learning Network (2013). Flipped Learning in Higher Education. Retrieved from:

http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/HigherEdWhitePaper%20FINAL.pdf

Improve Student Learning and Teacher Satisfaction in One Flip of the Classroom. (2012). Retrieved from Flipped Learning Network website, http://flippedlearning.org/domain/41

Growth in Flipped Learning: Transitioning the focus from teachers to students for educational success (2014). Retrieved from Flipped Learning Network website, https://www.sophia.org/flipped-classroom-survey?utm_source=twitter&utm_medium=organic&utm_campaign=flippedinfographicLove, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324. doi: 10.1080/0020739X.2013.822582The traditional lecture style of teaching has long been the norm in college science, technology, engineering, and mathematics (STEM) courses, but an innovative teaching model, facilitated by recent advances in technology, is gaining popularity across college campuses. This new model inverts or ‘flips’ the usual classroom paradigm, in that students learn initial course concepts outside of the classroom, while class time is reserved for more active problem-based learning and practice activities. While the flipped classroom model shows promise for improving STEM learning and increasing student interest in STEM fields, discussions to date of the model and its impact are more anecdotal than data driven – very little research has been undertaken to rigorously assess the potential effects on student learning that can result from the flipped classroom environment. This study involved 55 students in 2 sections of an applied linear algebra course, using the traditional lecture format in one section and the flipped classroom

model in another. In the latter, students were expected to prepare for the class in some way, such as watching screencasts prepared by the instructor, or reading the textbook or the instructor’s notes. Student content understanding and course perceptions were examined. Content understanding was measured by the performance on course exams, and students in the flipped classroom environment had a more significant increase between the sequential exams compared to the students in the traditional lecture section, while performing similarly in the final exam. Course perceptions were represented by an end-of-semester survey that indicated that the flipped classroom students were very positive about their experience in the course, and particularly appreciated the student collaboration and instructional video components.

Talley, C. P., & Scherer S. (2013). The Enhanced Flipped Classroom: Increasing Academic Performance with Student-recorded Lectures and Practice Testing in a "Flipped" STEM Course. The Journal of Negro Education, 82(3), 339-347. doi: 10.7709/jnegroeducation.82.3.0339Undergraduate psychology students at a mid-Atlantic HBCU were assessed on their knowledge of synaptic transmission, the multi-step process of brain cell communication. Comparison of final grades revealed that the use of the flipped classroom format along with learning techniques, selfexplanation and practice testing increased the final course grade over previous semesters. Multiple sessions of practice testing integrated the use of mobile technology to make grading easier. Self-explanation required that students use online videos to explain the process in their own words. These techniques increased time studying the course material and led to higher exam grades. Thus, the use of effective learning techniques, embedded within STEM courses may play a significant role in increasing retention in STEM disciplines among African Americans.

Sahin A., Cavlazoglu, B., & Zeytuncu, Y. E. (2015). Flipping a College Calculus Course: A Case Study. Educational Technology & Society, 18 (3), 142–152. Retrieved from http://connection.ebscohost.com/c/case-studies/109155627/flipping-college-calculus-course-case-study As online videos have become more easily available and more attractive to the new generation of students, and as new student-learning approaches tend to have more technology integration, the flipped classroom model has become very popular. The purpose of this study was to understand college students’ views on flipped courses and investigate how the flipping affects their achievement in mathematics. We also studied how college students prepared for flipped classroom sections. Finally, college students’ views were analyzed to see what they think about flipping in terms of benefits and preparation. Participants were 96 college students consisting of mostly freshmen & sophomores. We utilized descriptive statistics and paired t-test to analyze the data. Descriptive statistics revealed that participants preferred watching flip class videos (44%) over reading the sections from the textbook (17%) for preparation. Dependent t-test results showed that there is a statistically significant difference between students’ average quiz scores from non-flipped sections and flipped sections. Students achieved significantly higher quiz scores in flipped sections than non-flipped ones. Overall, most of the students (83%) stated that flipped-taught lessons prepared them better.

Mok, H. N. (2014). Teaching tip: The flipped classroom. Journal of Information Systems Education, 25(1), 7-11. Retrieved from: http://ink.library.smu.edu.sg/sis_research The flipped classroom has been gaining popularity in recent years. In theory, flipping the classroom appears sound: passive learning activities such as unidirectional lectures are pushed to outside class hours in the form of videos, and precious class time is spent on active learning activities. Yet the courses for information systems (IS) undergraduates at the university

that the author is teaching at are still conducted in the traditional lecture-in-class, homework-after-class style. In order to increase students’ engagement with the course content and to improve their experience with the course, the author implemented a trial of the flipped classroom model for a programming course with pair programming as the predominant in-class active learning activity. Student feedback on this pedagogy was generally very positive with many respondents considering it effective and helpful for learning. One of the biggest advantages mentioned by students is that they had the option to watch each video lecture as many times as required to be prepared for class. The author also observed that students were more engaged and empowered to take on more ownership for their learning. He recommends that other instructors consider rolling out their own trials of the flipped classroom incrementally for courses that would benefit the most from this pedagogy.Hanla, B. F. (2014). THE EFFECTS OF FLIPPING THE CLASSROOM ON SPECIFIC ASPECTS OF CRITICAL THINKING IN A CHRISTIAN COLLEGE: A QUASI-EXPERIMENTAL, MIXEDMETHODS STUDY (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (Publication No. UMI 3581138) This quasi-experimental, mixed methods study analyzes the effects of the flipped classroom on the variables of a critical thinking rubric used by a Christian liberal arts college and compares these results with those of the California Critical Thinking SkillsTest (CCTST). Second, this dissertation examines the effects of the flipped classroom on seven sub-scales from the College and University Classroom Environment Inventory(CUCEI). Six professors agreed to include three different types of courses (two literature surveys, two Composition I courses, and two Theology III courses) that were matched based on course content. Experimental professors flipped at least 25% of their lessons during the study period (fall 2013). Out of 130 students, N= 97 agreed to participate; n =97 (75.6%) were included for the critical thinking rubric, n = 62 (47.7%) were included at posttest for the CUCEI, and n = 8 (6.2%) were included at posttest for the CCTST. Of the critical thinking variables examined, Argues with reasons and evidence was significantly better (MANOVA,/? < .001) in

student papers from the flipped group (critical thinking rubric), and no significant differences were observed for the variables of the CCTST {p >.05). Regarding the classroom environment sub-scales, the flipped group had a better classroom environment than the controls on Innovation and Individualization (post-hoc pairwise comparisons,/* < .001), whereas the control group performed better than the flipped group on Personalization (p < .05). The sub-scale Task Orientation was similarly ideal for both groups. In conclusion, the flipped classroom model provides professors of humanities subjects more time in the classroom than traditional teaching to focus on written argumentation. Additionally, flipping the classroom engages students through an innovative, autonomous classroom environment. Gerald Robert Overmyer (2014). THE FLIPPED CLASSROOM MODEL FOR COLLEGE ALGEBRA: EFFECTS ON STUDENT ACHIEVEMENT (Doctoral dissertation). Retrieved from: http://www.flippedlearning.org/domain/41

In the past few years there has been a substantial rise in the use and interest in a teaching and learning paradigm most commonly known as the flipped classroom. The flipped classroom model encompasses any use of using Internet technology to leverage the learning in a classroom, so that a teacher can spend more time interacting with students instead of lecturing. This is most commonly done by using teacher created videos that students view outside of class time. It is called the flipped class model because the whole classroom/homework paradigm is "flipped". In its simplest terms, what used to be classwork (the lecture) is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class. Five sections of college algebra where taught using the flipped classroom model. Six sections of college algebra where taught using the traditional method of lecture and homework. This quasi-experimental quantitative research compares sections of college algebra using the flipped classroom methods and the traditional lecture/homework structure and its effect on student achievement as measured through common assessments. In the traditional sections, students spent class time receiving lecture and reviewing homework and exams. Outside class time was spent on traditional homework. In the flipped

sections, students viewed short video lectures and submitted basic homework solutions online outside of class time. Students then completed their homework assignments in class with the instructor. Some flipped section instructors also used collaborative group work, inquiry-based learning, and active whole-class discussions. All sections took common assessments for their final exam and completed a pre/post algebra readiness exam. The exam data from the sections were analyzed and compared using regression and ANOVA methods with instructional method, gender, and ACT mathematics scores as independent variables. Final exam scores and pre/post algebra readiness exam scores were the dependent variables. The findings of this research show that there was not a statistically significant difference in the scores of student in the two groups, however students in the flipped sections did score slightly better than student in the traditional sections. Instructors of flipped sections who had previous classroom experience with inquiry-based and cooperative learning methods had sections with statistically significant higher common final exam scores. The results are followed by implications for teaching and recommendations for practice and further research.2