The number of Flipped Learning studies I reviewed this month dropped dramatically from last month – 42 studies in all. The most exciting and powerful study asked, “What are the results of Flipped Learning?” (#1). The research showed that Flipped Learning leads to the exact qualities students need in the 21st century!
Once again, I am in awe of how the quality of Flipped Learning research continues to improve. The number of studies that asked the fundamental question: “Does Flipped Learning work with _____ (fill in the blank)?” are being replaced by more complex questions, namely: “How do we improve Flipped Learning?” This telling trend shows us how far Flipped Learning has evolved and how widely accepted it is in the world. One study that highlights that trend looked at using Flipped Learning to teach students about entrepreneurialism (#6).
Several studies looked at the technology of Flipped Learning (#2, #3, #4). The most intriguing study looked at the future of flipped videos (#2). They used eye-tracking software with different types of media, including augmented reality videos.
Numerous studies continue to demonstrate Flipped Learning as a meta-strategy that supports all other active learning strategies (#7, #8, #9, and #10). These studies combine Flipped Learning with collaborative learning, CDIO Learning, Simulation Learning, and Team-Based Learning.
Other Notable Research
- Ting Qiu and others created a role-playing environment in their flipped classroom and found that role-playing enhanced student learning. More validation that Flipped Learning is the meta-strategy that supports all other active methodologies.
- Tammy Parham conducted a study of the perceptions of female calculus students in a flipped classroom. She found that the Flipped Learning model increased student satisfaction and peer-to-peer interactions.
- Ioannis Kazanidis and others examined higher education students in a flipped media design class. They found that students showed noticeably higher mastery of the content and higher overall satisfaction.
- Rahayu Retnaningsih and others combined Flipped Learning with the ASSURE development model and found that Flipped Learning was a viable way to implement this model. This report emphasizes how Flipped Learning is a meta-strategy that supports other active strategies.
- SS Cheng and NS Wong found that adding video instruction before biochemistry labs increased critical thinking and in-class discussions.
- Akhmad Fauzan and Maria Novary Ngabut (Indonesia) found that students prefer to be taught writing skills in their university flipped English classroom.
- Ramzan Khan and Rashmi Watson combined Flipped Learning with tutorial support and found that students performed higher on scores and displayed more learner engagement.