Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

Abstract

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.

Implementation and evaluation of flipped learning for delivery of analytical chemistry topics

“…This suggests that the students are engaged with the flipped learning model and have actively participated in their learning, as they are reviewing the online material. The fact that they engage with the material in multiple bursts of brief timescales suggests a preference to learn material in small packages, which, as suggested by Abeysekera and Dawson [24], would reduce and spread cognitive load and provide time for reflection. Figure 2d shows the differences in the attendance at the flipped and non-flipped classes.…”

A Content Analysis of the Studies on the Use of Flipped Classrooms in Foreign Language Education

“…An increase in the popularity of flipped learning studies has been seen in recent years (Abeysekera & Dawson, 2015;Lo, Lie, & Hew, 2018;. Yarbro, Arfstrom, McKnight and McKnight (2014)'s summary of recent research on flipped learning showed how widely flipped learning has become embedded in most disciplines, including foreign languages, and widely used in higher education.…”

Flipped Instruction for Information Literacy: Five Instructional Cases of Academic Librarians

“…Additionally, in a quasi-experimental study, Touchton (2015) found statistically significant advantages to the flipped classroom including higher grades, greater student interest in the subject, and student perceptions of learning increasing or "as more relevant" relative to traditional classes. Despite the small empirical base, Abeysekera and Dawson (2015) argue that the case for flipped instruction is supported by evidence in related areas of research on active learning, self-paced learning, and issues related to cognitive load and motivation.…”

“…These two elements match Abeysekera and Dawson's (2015) conceptual review of the flipped classroom approach. Ultimately, it is a "set of pedagogical approaches that (1) move most information-transmission teaching out of class, (2) use class time for learning activities that are active and social, and (3) require students to complete pre-and/or post-class activities to fully benefit from in-class work" (Abeysekera & Dawson, 2015, p. 3).…”

“…Goodwin and Miller (2013), for example, characterize flipped instruction as a growing practice with little research on how well it works. Abeysekera and Dawson (2015) agree that the approach is "under-evaluated, undertheorised, and under-researched in general" (p. 2) with little consistency in definition and practice. However, a handful of studies suggest the efficacy of flipped instruction.…”