– by Jon Bergmann –

Overview

The world of Flipped Learning continues to expand. The team at FLGI is amazed at the amount and quality of Flipped Learning research and news across the world. As I read the research papers this month I started to notice a few things:

• Most of the research is still in the Flipped Learning 1.0 era. Each domain is testing to see if Flipped Learning works in their context. In all but one of the studies, the results showed that Flipped Learning is a net gain. They either show increased student achievement, engagement, or satisfaction.
• Some are Flipped Learning 3.0 studies where researchers are seeing Flipped Learning as a Meta-Strategy that supports all others. These research studies pair Flipped Learning with some other active learning strategy and test to see if Flipped Learning enhances. All of the studies show positive results.

Top 10  Flipped Learning 3.0 Research 

 Flipped Learning 1.0 Research 

• Huan Yu of China West Normal University demonstrated that teaching Business English Translation was enhanced by Flipped Learning. His conclusion says that flipped class provides students with active learning and cooperative discussion opportunities, imperceptibly cultivating students’ comprehensive abilities, such as self-learning, speculation and innovation. The flipped classroom model subverts the traditional translation teaching model, which conforms to the current trend of informatization reform of education, and is beneficial for the business English translation teaching
• Caroline Cormier and Bruno Voisard from Cégep André-Laurendeau (Canada) found flipped classrooms having a significant impact on students’ grades in Organic Chemistry classes.  
• Several researchers at University of Technology Sydney studied the effects of Flipped Learning Engineering Education and saw about a 20% increase in scores on a common test.
• A study out of the University of North Carolina studied the effect of retention in computer science programs and found that women were less likely to switch majors after taking the flipped version than after taking the traditional version. Conversely, male students were more likely to be retained following the traditional course, and less likely to be retained following the flipped course. Performance of CS majors in CS1, as measured by DFW rates, is statistically higher in the flipped classes than performance in the traditional classes. One year retention in the major for under-represented groups (women and racial minorities) was higher in the flipped classes for new freshmen taking CS1, but not for transfer students.
• Jeanne-Marie Lawrence from East Carolina University studied the effects of Flipped Learning in a Global Logistics class and found that: “the results indicate that the flipped classroom method, in conjunction with UDL principles and short focused lectures on areas of weakness, holds the most promise for stimulating interest in the subject and improving student success.”
• The Citadel’s Mechanical Engineering program did a study of a flipped classroom in their Computer-Aided Drafting classes and found...“the flipped classroom model of instruction proved to be worth implementing into the curriculum”
• A study out of Iowa State University looked at the effect of flipping the laboratory portion of kinesiology course. They concluded… These results are promising for laboratory courses with a flipped design as coming ready to participate in the laboratory activities allows students to spend more time enhancing their skills and techniques.
• Dr. B. Sivakami (France) studied the effect of student writing using a flipped model and concluded that the flipped class model improved student writing at the university level.
• The Journal of Baltic Science Education studied the effect of flipping a biology class in a primary school and concluded that the Flipped Class approach contributes to the reduction of the students’ mental effort and an increase in the students’ performance
• Researchers in Saudi Arabia noted the experimental group outperformed the control group in the post-test. Findings of the questionnaire indicated that students in the experimental group had positive attitudes regarding using the flipped classroom method in the EFL vocabulary class.
• Xiao-yu QU  and Tian TIAN from Dalian Polytechnic University (China) looked at teaching operations research and concluded that implementing Flipped Learning helped students’ self-learning, their self-control, independent thinking, and enthusiasm.
• A study in China looked at implementing Flipped Learning in Chinese International Education in a non-target language and concluded…the flipped classroom can contribute to personalizing of learning at their own pace, advancing their preparation and improving understanding of the content of lessons, overcoming the limitations of class time, increasing the participation…
• A study from Universidad Europea (Spain) compared students in online verses flipped classrooms and found greater student satisfaction, higher success rates, and lower withdrawal rates with flipped classrooms.
• Karen Hughes from Columbus State University studied the effect of flipping a General Biology course and evidence suggest(s) that a carefully-implemented flipped classroom promotes learning and engagement in STEM classes
• Researchers at Iowa State University looked at the effect of Flipped Learning on the teaching of motivational interviewing in health coaching and found that Flipped Classrooms are effective.
• Stephanie Burgoyne and Judy Eaton partially flipped a Psychology course and found students in the flipped section performed significantly better on a quiz tied to the lecture content and rated their enjoyment of the exercise as higher.