Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

Stöhr, Christian; Adawi, Tom

doi:10.3390/educsci8010022

Cited by 25 publications

(19 citation statements)

References 10 publications

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“…Since our review was conducted, some systematic reviews have been published and compiled in special issues, indicating that the instructional approach and research designs around flipped classroom studies are gaining interest (see e.g. Song, Jong, Chang, & Chen, 2017;Stöhr & Adawi, 2018) which testifies to an expanding research field. However, as a future field of research, its potential lies in a stronger alignment and interaction between such disciplinary fields as educational science, educational technology and subject-specific didactics so that results and research designs can be compared and developed.…”

Section: Discussionmentioning

confidence: 99%

Higher education dominance and siloed knowledge: a systematic review of flipped classroom research

Lundin

Rensfeldt

Hillman

et al. 2018

Int J Educ Technol High Educ

171

139

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This structured review examined (academic) publications on flipped or inverted classrooms based on all Scopus database (n = 530) references available until mid-June 2016. The flipped or inverted classroom approach has gained widespread attention during the latest decade and is based on the idea of improving student learning by prepared self-studies via technology-based resources ('flips') followed by high-quality, in-class teaching and learning activities. However, only a few attempts have been made to review the knowledge of the field of interest more systematically. This article seeks to address this problem and investigates what constitutes the research on flipped classrooms and, in particular, to examine the knowledge contributions with the field so far in relation to the wider research topic of educational technology. This review found that the current state of flipped classrooms as a field of interest is growing fast, with a slight conference preference and a focus on higher education and STEM (science, technology, engineering and math) area contributions, with the US as the predominant geographical context. It is concluded that studies on flipped classrooms are dominated by studies in higher education sector and are relatively local in character. The research tends not to interact beyond the two clusters of general education/educational technology and subject-specific areas. This implies that knowledge contributions related to the flipped classroom approach are relatively siloed and fragmented and have yet to stabilise. Academically and socially, the research is quite scattered, and only local evidence and experiences are available. The knowledge contributions within this field of interest seem to be anecdotal rather than systematically researched. To a large extent, the research lacks anchoring in, for example, learning theory or instructional design known from educational technology traditions and which would have helped much of the flipped classroom research to examine aspects of the flipped classroom approach more fully.

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Section: Discussionmentioning

confidence: 99%

Higher education dominance and siloed knowledge: a systematic review of flipped classroom research

Lundin

Rensfeldt

Hillman

et al. 2018

Int J Educ Technol High Educ

171

139

View full text Add to dashboard Cite

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“…As a result, the research focuses on analyzing whether there are differences in the learner's average grade, in respect to academic performance and their potential consequences, based on the intervention methodology. Karabulut-Ilgu et al (2018), O'Flaherty and Phillips (2015), and Stöhr and Adawi (2018) indicate that information on university studies still proves inadequate due to the limited research that objectively presents learning results through experimental, controlled quasi-experimental, transversal and longitudinal designs. Similarly, there are no studies showing great temporary synchronic and diachronic outreach in Education that establish statistically significant results of this new model deigned to improve academic performance of university students.…”

Section: Discussionmentioning

confidence: 99%

“…The studies conducted by Bishop and Verleger (2013); Karabulut-Ilgu et al 2018; O'Flaherty and Phillips (2015); Stöhr and Adawi (2018), and Yong and Wang (2016) on this new model indicate that there are very few controlled studies that objectively examine the learning outcomes in the student's performance over a semester. These authors claim that there is a scarcity of experimental or quasi-experimental designs and cross-sectional and longitudinal studies with a solid base to provide a deeper understanding, although they point out that there is a lot of indirect, anecdotal or testimonial evidence of the improvement of the academic performance and the satisfaction of students with this model.…”

Section: Introductionmentioning

confidence: 99%

Flipped Classroom to Improve University Student Centered Learning and Academic Performance

et al. 2019

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In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

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“…To support their findings, researchers use different metrics to assess and evaluate the FC-concepts. But standards in FC evaluation are still rare (Stöhr & Adawi, 2018). A comparable overview is still missing and researchers.…”

Section: Flipped Classroom Evaluation In Practicementioning

confidence: 99%

“…Our research contributes to closing the research gap about "How or why does the flipped classroom work, for whom, and in what circumstances?" (Stöhr & Adawi, 2018). This overview may help to cluster the great variety of FC assessment approaches and to lead to a better understanding of the purpose and implications.…”

Section: Flipped Classroom Evaluation In Practicementioning

confidence: 99%

Flipped Classroom Evaluation using the Teaching Analysis Poll

Vogelsang

Ollermann

2019

5th International Conference on Higher Education Advances (HEAd'19)

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The increasing digitalization also affects universities. Therefore, electronic teaching is experiencing an upwind. Flipped Classroom is a special form of digital teaching is. Here, the basics are taught via online content and are interactively deepened in presence phases in class. For this quite modern variant of blended learning, there are numerous case descriptions in research with different evaluations available. However, a systematic examination of the evaluation of this form of teaching has not yet been carried out. The aim of this paper is, therefore, to diminish this research gap and to present the model of the Teaching Analysis Poll (TAP) as a systematic and easy to handle evaluation method in the Flipped Classroom. After a short review of recent research in the corresponding areas, we give a systematic overview of evaluations of Flipped Classroom. We introduce from the example of a Flipped Classroom Course the application of TAP as an adequate evaluation format.

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Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

Cited by 25 publications

References 10 publications

Higher education dominance and siloed knowledge: a systematic review of flipped classroom research

Higher education dominance and siloed knowledge: a systematic review of flipped classroom research

Flipped Classroom to Improve University Student Centered Learning and Academic Performance

Flipped Classroom Evaluation using the Teaching Analysis Poll

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