Flipping the classroom: is it the type of flipping that adds value?

Abstract

Interest in the flipped classroom in higher education has burgeoned despite the literature revealing that the effects on assessment outcomes remains elusive. In this paper, we present the results of an empirical analysis designed to compare the impact on assessment outcomes of different approaches to the flipped classroom (didactic and non-didactic). Focusing on a cohort of Intermediate Economics students we investigated the influence of these approaches on their examination results by utilising an OLS (Ordinary Least Squares) regression and probit followed by quantile regression. Our analysis revealed small positive effects when students were exposed to the 'non-didactic' flipped classroom but no effect when pre-lecture materials were used didactically to mimic the material given in traditional lectures. This study demonstrates the need for further meta-analysis and longitudinal studies to investigate the relationship between different forms of the flipped classroom and student assessment outcomes.

Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review

“…Self-regulated learning skills (1a) -Students need to adapt their learning approach and study habits -Students need to continuously review the learning objectives -Student's level of self-regulation [9,10,43,49,66,69,74,80,94] Prior knowledge (1b) -Students with a lot of prior knowledge report to learn more, when seductive details are included [53] Learning attitude (1c) -Spacing of study sessions enhances motivation -Videos enhance motivation -Students must accept the flipped classroom -Group work preference and level of engagement [3, 4, 7, 12, 14, 20, 22, 30, 34, 3 5, 47, 52, 65, 72, 74, 79, 96] Task characteristics (3) -Little and often assessment approach -More effective for higher order tasks -Non-didactic approach -In-and out-of-class problem solving -Preliminary work before class [48,72,90,93,94] Out-of-class activities (4) -Uploading materials on time -Providing guidance -Videos more effective than reading material -Multimedia modality [3,10,15,24,47,49,79] Teacher characteristics ( 6) -Teachers must accept flipped classroom -Teachers role and motivation [15,18,20,22,30,47,65,66] considered as a learning approach in which students have to reflect on the learning material in order to draw their own conclusions and consider the relevance of the different perspectives that are taken. Furthermore, inand out-of-class problem-solving and the completion of preliminary work before class enhances the effectiveness of the flipped classroom.…”

“…Self-regulated learning skills (1a) -Encourage class attendance and participation -Provide possibilities to support the development of self-regulated learning skills, such as prompts or feedback -Provide the students structure by organizing the learning process into stages and by giving a guideline -Use a detailed rubric to show students their progress and how they can develop -Give a small proportion of the course grade to formative assessment to show that you value it -Manage the working load of students by making homework optional -Be adaptive and provide just-in-time interventions [8, 10, 13, 34, 36, 43, 47, 48, 52, 64, 68, 69 , 74, 79, 84, 96, 98] Learning attitude (1c) -Create a performance-approach environment -Make videos more engaging by creating an interactive authentic environment -Consider the preview of learning materials, interaction with peers, teacher facilitation, and classroom participation -Make the curriculum relevant for students -Make use of simulation [20,34,48,51,80,86] Implementation (2) -Make use of existing materials -Pay as much attention to grades as to student perception -Realize that different learning and teaching approaches are needed in the flipped classroom -Address expectations -Integrate active learning methodologies into a large number of subjects -Use the flipped classroom at least 3 weeks -Implement the flipped classroom gradually -Provide sufficient support [8,10,14,34,52,56,57,64,75,80,93,96] Task characteristics (3) -Include in-and out-of-class problem solving activities [90] Out-of-class activities (4) -Instruct students to work together with peers -Structure the goals, learning methods, and assessment -Make use of e-learning, quizzes, learning management systems, gamification, digital workbooks, online micro lectures, and mobile-based learning -Let students produce their own materials -Online materials should always be available -Take care adding text information on videos -Include authentic assessment to assess the acquired knowledge [2,11,36,38,39,41,45,46,<...>…”

Enhancing the Effectiveness of Flipped Classroom in Health Science Education: A State-of-the-art Review

“…-Students need to adapt their learning approach and study habits -Students need to continuously review the learning objectives -Student's level of selfregulation (Boevé et al, 2017;Bouwmeester et al, 2019;Karaoğlan Yılmaz, Öztürk, & Yılmaz, 2017;Shibukawa & Taguchi, 2019;Sun & Xie, 2020;White et al, 2017) Prior knowledge (1b) -Students with a lot of prior knowledge report to learn more, when seductive details are included (Maloy et al, 2019) Learning attitude (1c) -Spacing of study sessions enhances motivation -Videos enhance motivation -Students must accept the flipped classroom -Group work preference and level of engagement (Beatty & Albert, 2016;Becker & Proud, 2018;Birgili, Seggie, & Kızıltepe, 2019;Calimeris, 2018;Castedo et al, 2019;Cho, Park, & Lee, 2021;Comber & Brady-Van den Bos, 2018;Goh & Ong, 2019;Hao, 2016;He et al, 2018;Kühl et al, 2017;Luo, Yang, Xue, & Zuo, 2019;Nouri, 2016;Şengel, 2016;Shibukawa & Taguchi, 2019;Sukut, Mayer, D'Eon, Burbridge, & Waldner, 2021;Yilmaz & Baydas, 2017) Task characteristics (3) -Little and often assessment approach -More effective for higher order tasks -Non-didactic approach (Kurban, 2019;Şengel, 2016;Wang, 2019;Webb, Watson, Shepherd, & Cook, 2019;White et al, 2017) -In-and out-of-class problem solving -Preliminary work before class Out-of-class activities (4)…”

“…-Create a performanceapproach environment -Make videos more engaging by creating an interactive authentic environment -Consider the preview of learning materials, interaction with peers, teacher facilitation, and classroom participation -Make the curriculum relevant for students (Cho et al, 2021;Hao, 2016;Kurban, 2019;Long, Logan, & Waugh, 2016;Sun & Xie, 2020) Implementation ( 2) -Make use of existing materials -Pay as much attention to grades as to student perception -Realize that different learning and teaching approaches are needed in the flipped classroom -Address expectations -Integrate active learning methodologies into a large number of subjects -Use the flipped classroom at least 3 weeks -Implement the flipped classroom gradually (Blair et al, 2016;Bouwmeester et al, 2019;Castedo et al, 2019;Hao, 2016;Luo et al, 2019;McLean & Attardi, 2018;Murphy et al, 2016;Sun & Xie, 2020;Webb et al, 2019;Yilmaz & Baydas, 2017) Task characteristics (3) -Include in-and out-of-class problem solving activities (Wang, 2019) Out-of-class activities ( 4 (Bakla, 2018;Heo & Chun, 2016;Huang, Hew, & Lo, 2019;Jensen, Holt, Sowards, Ogden, & West, 2018;Kühl et al, 2019;Patanwala et al, 2017;Telford & Senior, 2017;Valdehita et al, 2017;Zainuddin, Habiburrahim, Muluk, & Keumala, 2019) In-class activities (5) -Make use of group management -Structure the goals, teaching methods, and assessment -Make use of a partially flipped classroom -Consider the importance of student satisfaction for the scheduling (Calimeris, 2018;He et al, 2018;Jitjumnong & Suksakulchai, 2019;…”

Deep Learning Algorithm for Online College Physical Education Teaching with Flipping Classroom

“…Literature research shows that the theory of flipping classroom horizon classifies physical education teaching design, shortens the design time and improves the overall level of design. However, in the process of design classification by flipping classroom horizon theory, the complexity of design will affect the judgment of conditions and the final design result Webb et al [ 4 ]. Some scholars have put forward the deep learning method.…”