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Top 10 Must Read Research Papers in June

Uncategorized / June 17, 2018

-by Jon Bergmann-

Overview

This month’s top 10 involved reading 80 research articles! Truly Flipped Learning has spread around the globe.

There is still a stark contrast however, between Flipped Learning 1.0 research, where every niche in the educational space is wanting to see if Flipped Learning works in their domain; and Flipped Learning 3.0 research, which assumes that it works, and then asks deeper questions about how to implement Flipped Learning better. What I am noticing is that the Flipped Learning 3.0 research is morphing and asking some very interesting questions. These questions demonstrate how Flipped Learning has become a meta-strategy which addresses some of the biggest issues in all of education. One study showed how Flipped Learning decreased student discipline problems. Another had students creating content of the most difficult concepts for their peers. Yet another found that by using an intelligent tutoring system, the students’ learning increased.

One additional study caught my eye. It looked at 530 flipped research papers and concluded that most of the flipped researchers are working in silos. This re-emphasizes the need for the work at FLGI and especially the Flipped Learning Innovation Center Community (FLIC). So if you are still trying to do Flipped Learning on your own, make a change and join FLIC. Become someone who shares and learns from the global community.

You can read briefs of the top 10 and a selection of the rest of the studies below. Some PDFs require payment to read them. 

Top 10 Flipped Learning 3.0 Research 

 Flipped Learning 1.0 Research 

Below is a partial listing of other studies done this month on Flipped Learning.  The majority of them represent Flipped Learning 1.0 research where the focus is to study if Flipped Learning works in a specific content area or domain.

  • Hafidi Mohamed and Mahnane Lamia examined how flipped learning is enhanced when an intelligent tutoring system is embedded into learning process. Conclusions were not forthcoming, but this is a study that has some real potential to open up new research.
  • A study published in the Canadian Journal of Emergency Medicine evaluated the efficacy of Flipped Learning in emergency medical training. Prior to implementing the model, they did extensive training with their staff and flipped. …Residents and staff physicians indicated that the flipped classroom model is a better format for EM academic day learning. Residents and staff collaborated more and felt more engaged during academic day. Residents spent more time preparing for the sessions with the new model, while staff spent less time preparing. Paired comparisons of same residency years for test exam scores using Wilcoxon signed-rank test showed an improvement in both CITE and ABEM exam test scores.
  • A six-week study was done demonstrating that teaching math using the Khan Academy showed positive results.
  • The Journal of Physical Therapy published a 3-year study that looked at traditional, partially flipped, and fully flipped classes. They found that “Students receiving instruction in a full FLIP classroom demonstrated the greatest improvements.”
  • The American Bar Association is now allowing law students to take more online courses. One implication is that they foresee additional professors experimenting with Flipped Learning.
  • A study of 508 students by the American Economic Association looked at teaching Macroeconomics in a flipped manner and found students gained an average of 0.77 standard deviations.
  • A paper by Lin Liu from China West Normal University summarized that… The flipped classroom brings a new model to the college English writing class, which can make up for the shortage of traditional teaching model.
  • Catie Finlayson, assistant professor of geography, received the UMW Alumni Association Outstanding Young Faculty Member Award in a large part due to her work in the Flipped Classroom
  • The Journal of Physics showed increased test scores on basic concepts in a study from Universitas Pendidikan Indonesia.
  • Another article from the Journal of Physics studied the effect of flipping an anatomy class (go figure) and found positive gains on student achievement.
  • A study of 10th-grade students in Jordan showed significant increases in student achievement (5%) and their attitudes towards learning.
  • Iman Mohammed Khidr Oraif wrote her dissertation (University of Leicester – Saudi Arabia) on the impact of intrinsic motivation in a Flipped Learning framework. She concluded that learners are likely to improve their learning outcomes and enhance their IM, if they are taught through a suitable structured flipped approach.
  • Researchers in the Industrial Design field studied if Flipped Learning would be effective in their context and found that it indeed was worth a much deeper dive.
  • A study of a Pediatric Gastrointestinal class demonstrated “statistically significant improvements in quality, delivery, active learning promotion, curricular satisfaction, use of discussion time and self-directed learning,”
  • A study of 60 students (30 flipped and 30 traditional) examined the effect of Flipped Learning on academic writing skills and found that students in the flipped classes did noticeably better.
  • Jake Bigelow did an undergraduate research project at Oregon State University and analyzed how students interacted in the individual space for an introductory college physics class. His study showed that the more engaged a student was in the individual space, the higher their performance.
  • Fatima Ezzahraa Louhab and Ayoub Bahnasse Mohamed Talea published a paper about mobile learning and Flipped Learning in the Education Information Technologies Journal.  They concluded that pairing mobile learning with Flipped Learning was more beneficial for students.
  • Jami Smith Weidmann of Liberty University submitted her dissertation which described her examination of the perceptions of secondary teachers who have flipped their classes. She stated in her summary, “teachers who successfully implemented the FCM did not want to go back to the traditional teaching method.”
  • Hacer Özyurt and Özcan Özyurt, researchers in Turkey, studied 46 computer programing students to see the efficacy of Flipped Learning in their setting. They found FL to have a positive effect on student success and self-advocacy. They concluded that the flipped classroom approach can be adapted to teach programming.
  • Zhen Yang and Chang-Lee asked whether or not flipping vocabulary training would increase learning outcomes. They found: 1) that Flipped Learning of vocabulary had positive effects on listening improvement, and there was an overall increase in listening test scores. 2) vocabulary learning with videos was more effective on students’ listening practice than the method using an online dictionary.
  • Eunmo Sung and Hyujung Jung compared traditional, blended, and flipped classrooms, and determined that students in flipped classrooms took more ownership of their learning.
  • Amy Piotrowski wrote a chapter in the book, Toward a More Visual Literacy She had some of her pre-service teachers create flipped lessons to teach Young Adult Literature (YAL). The examples showed some great promise.
  • Researchers at Southern Taiwan University of Science and Technology examined if Flipped Learning would work in the teaching of the C# programing language. They reported that students in the flipped classes had a significant improvement in their learning results after the implementation of the teaching method in this study.
  • Kimberlee Margosian of California State University, Monterey Bay found that ESL students studying math are better suited in a Flipped Learning environment.
  • Researchers a Brigham Young University studied the effect of flipping a large lecture-hall statistics class and found “significant improvement in the students’ performance and course satisfaction with the flipped classroom. Overall, the results showed that the flipped classroom model can be used in large lecture classes with the help of undergraduate teaching assistants and the use of additional labs.”
  • Visser, Monique of Stellenbosch University, (South Africa) studied how Flipped Learning worked in Speech and Language therapy. She found that “the flipped classroom model facilitated the participants’ engagement in cognitive processing, fostered intrinsic motivation and encouraged metacognitive activity.”
  • Ana Valente and a team of researchers examined if Flipped Learning would help students in an OBGYN resident training program. They concluded, “there was a significant improvement in in-training exam scores.”
  • Jeongkyu Park (Korean Society of Radiology) studied whether Flipped Learning works in the teaching of radiology: The study found an increase in “scores in knowledge, skills, and attitudes.”
  • Researchers in Iran found that Flipped Learning increased the critical thinking of nursing students.





Jon Bergmann
Jon Bergmann
Jon Bergmann is one of the pioneers of the Flipped Classroom Movement. He is leading the worldwide adoption of flipped learning through the Flipped Learning Global Initiative (FLGI) flglobal.org. He is working with governments, schools, corporations, and education non-profits. Jon has coordinated and guided flipped learning projects around the globe. Locations include: China, Taiwan, Korea, Australia, the Middle East, Iceland, Sweden, Norway, the United Kingdom, Italy, Spain, Mexico, Canada, South America, and the United States. Jon is the author of nine books including the bestselling book: Flip Your Classroom which has been translated into 13 languages. He is the founder of the global FlipCon conferences which are dynamic engaging events which inspire educators to transform their practice through flipped learning.




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International Faculty Spotlight June

-  by Susan White -      

June 17, 2018