An Engaging, Yet Failed Flip

Krahenbuhl, Kevin S.

doi:10.46504/12201708kr

Cited by 5 publications

(2 citation statements)

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“…However, some studies have shown that there is little difference between flipped and traditional learning in terms of overall students' outcomes and effectiveness [21,44], or that it even has negative effects [28]. Some studies have found that flipped learning only, or at least mostly, benefits the less able students [20,49].…”

Section: Flipped Learningmentioning

confidence: 99%

A supported flipped learning model for mathematics gives safety nets for online and blended learning

Staddon

2022

Computers and Education Open

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Section: Flipped Learningmentioning

confidence: 99%

A supported flipped learning model for mathematics gives safety nets for online and blended learning

Staddon

2022

Computers and Education Open

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“…In a flipped classroom model, the didactic information-transmission components of a course occur outside of the lecture hall which affords the opportunity to bring the practical exercises and experiential learning components into the classroom instead (Abeysekera & Dawson, 2015; Lage et al, 2000). There is a suggestion that the adoption of a flipped classroom delivery has a beneficial impact on student satisfaction (Strelan et al, 2020) and student performance (Shi et al, 2020) though this is far from universal and the effect on both of these dependent variables seems to be moderated by the subject being studied (see El-Banna et al, 2017; Krahenbuhl, 2017; O’Flaherty & Phillips, 2015). In spite of the suggestion that the flipped classroom may be more or less effective in some disciplines than in others, there are very few meta-analyses examining this issue.…”

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confidence: 99%

Flipped Classrooms in Undergraduate Statistics: Online Works Just Fine

Playfoot

2021

Teaching of Psychology

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Background The flipped classroom method requires that students engage with homework before coming to the classroom so that class time can be spent on active and collaborative learning exercises. Research has demonstrated that this can improve student performance versus traditional lecturer-led teaching methods. Objective: During the COVID-19 pandemic, the vast majority of teaching has been entirely online such that even ‘in-class’ time has been virtual. The current article examined whether online-only delivery affects the efficacy of the flipped classroom approach. Method: Grades for a research methods and statistics module and a statistics portfolio assignment were compared across consecutive cohorts of undergraduate psychology students taught by different methods. Results: Overall grades on the module did not differ significantly across teaching methods but student performance on statistics tests did. Flipped classrooms, whether accompanied by on-campus or synchronous online classes, led to significantly better performance than traditional methods. No detriment was observed by teaching entirely online. Conclusion: The key advantages of the flipped classroom method appear driven by active learning which can occur irrespective of classroom context. Teaching Implications: Using flipped classrooms can be a useful tool, particularly in subjects where students may otherwise be less engaged with the content.

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