LibGuides: Flipped Classroom: Articles

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Comparison of Academic Performance in Traditional and Flipped Classrooms and Students’ Attitudes of the Flipped Experience
Controlled Comparison of a Flipped Classroom Evidence-Based Practice Course Delivered Online or On-Campus
Effects of the Flipped Classroom Instructional Strategy on Students' Learning Outcomes: A Meta-Analysis
The Effectiveness of the Flipped Classroom on Students’ Learning Achievement and Learning Motivation: A Meta-Analysis
Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach
Flipped Classroom in the Educational System: Trend or Effective Pedagogical Model Compared to Other Methodologies?
Flipped Classrooms in Higher Education during the COVID-19 Pandemic: Findings and Future Research Recommendations
A Flipped Learning Model
Not All Flipped Classes are the Same: Using Learning Science to Design Flipped Classrooms The flipped classroom has recently become a popular method used in both higher education and K-12 classrooms, yet research has not consistently demonstrated clear benefits of flipping a classroom. Also, any benefits seen might not be from the flipped design itself, but instead from the individual aspects of a flipped classroom (e.g., more active learning in class, more feedback on homework). This suggests that research focused on how to develop the activities and components of the flipped classroom, instead of simply flipping the traditional in-class and out-of-class activities, is critical to flipped pedagogy. These activities (both in and out of the classroom) should be designed based on a theory of learning. We draw upon the Practicing-Connections (PC) hypothesis, supported by contemporary theories and research in the cognitive sciences, to design instructional activities to promote learning by having students practice making connections between concepts and situations. This paper examines the theory-driven-design approach, PC hypothesis, versus a basic flipped classroom. The results of this work offers suggestions as to what dimensions of flipping may be important and how to design and evaluate flipped classrooms based on theories of learning.
Testing Ground: Virtual Science Labs And Flipped Classrooms Flourish After A Remote Year ON A SATURDAY AFTERNOON, eighth grade physics and robotics teacher Ramona Hutchins prepped lab stations for each of her incoming students, sanitized desks, and hung info charts in her classroom. It was the weekend before her students and the rest of District of Columbia Public Schools (DCPS) would return fully in-person. In Hutchins's class, children would have to stay at their desks, with materials brought to them and cleaned at the end of the day. Despite this extra work, Hutchins stays positive. "It is exciting, because they're coming back," she says.