Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning
Bibliographic Data
| ID | 23364129 |
|---|---|
| Authors | J Jensen (0000-0002-2249-0405, Brigham Young University), Jamie L Jensen (0000-0001-9931-9318, Brigham Young University), Tyler A Kummer (Brigham Young University), Patricia D d M Godoy (Universidade Potiguar) |
| Editors | Mary Pat Wenderoth (0000-0003-1036-5460) |
| Year | 2015 |
| Volume | 14 |
| Issue | 1 |
| Pages | ar5 |
| Publication date | 2015-03-02 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | CBE—Life Sciences Education (JOURNAL) |
| Journal identifiers | ISSN: 1536-7509 • E-ISSN: 1931-7913 |
| Publisher | American Society for Cell Biology (ASCB) (PUBLISHER) |
| DOI | 10.1187/cbe.14-08-0129 |
| PMID | 25699543 |
| PMCID | PMC4353080 |
| OpenAlex | W2170620902 |
| Language | EN |
| Citations received | 74 |
| References cited | 22 |
The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.
Active learning (machine learning) · Class (philosophy) · Educational technology · Flipped Classroom · Learning cycle · Mathematics education · Artificial Intelligence · Computer Science · Experimental Learning in Engineering · Innovative Teaching Methods · Online and Blended Learning · Psychology
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A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education
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Effectiveness of Using ChatGPT as a Tool to Strengthen Benefits of the Flipped Learning Strategy
“It’s Like a Nice Atmosphere”—Understanding Physics Students’ Experiences of a Flipped Classroom Through the Lens of Transactional Distance Theory
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What does it mean to do teaching? A qualitative study of resistance to Flipped Learning in a higher education context
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Investigating the impact of a flipped programming course using the DT-CDIO approach
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Student satisfaction with courses and instructors in a flipped classroom
Rethinking the innovation, effectiveness and perceptions of flipped classroom ( Repensar la innovación, la eficacia y las percepciones del aula invertida )
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Increasing Diversity via Augmented and Distributed Online Conferences
The Impact of Covid-19 Pandemic on Flipped Classroom for EFL Courses
Flipped and Non-Flipped Teaching Formats in a Political Science Class
Flipped Professional Development
The Impact of the University Classroom on Managing the Socio-Educational Well-being
A scoping review of experimental evidence on face-to-face components of blended learning in higher education
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Performance and Motivation in a Middle School Flipped Learning Course
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Peer Instruction
How learning in an inverted classroom influences cooperation, innovation and task orientation
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The Legacy of the Digital Divide
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Gender and Technology
| Unique citing works | 74 |
|---|---|
| Citations per year | 7,4 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 67 |