Top 10 Must Read Research Papers in March

-Jon Bergmann-

Overall, I see two key trends in the research. First, the quantity of the research is exponentially increasing. Though I reviewed 96 studies, there are at least that many more to review in my inbox. Second, I see the need for the Global Standards. Many of the studies report the use of Flipped Learning, but when implemented, it’s employing old notions of what Flipped Learning is. Several studies simply show Flipped Learning as sending videos home. I believe once the world adopts the Global Standards and starts to implement Flipped Learning using the best practices that have been identified, the results we’ll see in these studies will be staggering. Right now the results are very good, but if we were really to follow the identified best practices, educators would realize that Flipped Learning truly is the magic sauce in education.

Of the 96 Flipped Learning research articles/studies that I reviewed, I found one major theme: When Flipped Learning is combined with other deeper strategies, students improve. The deeper strategies studied this month are simulations (#2), Socratic seminars (#3), Case-based Learning (#4), Game-based Learning (#5), and the Rain Classroom (#6).

Additionally, there is a fascinating study (#1) about the effect of Flipped Learning on students’ implicit knowledge. This study shows that Flipped Learning doesn’t just help a student learn the facts and procedures of a course, but it takes them into real deeper learning. Two large studies round out this month showing the effectiveness of Flipped Learning. The most notable studied the effect of Flipped Learning on maths students in 24 primary schools (#7). I personally worked with several of these schools three years ago when we hosted a FlipCon conference at one of them. I was impressed with these schools’ abilities to use an in-flip approach to reach economically disadvantaged students in the UK.

Top 10


#1	Hong Zhou in the Advances in Social Science, Education and Humanities Research demonstrated that Flipped Learning helps students with “implicit knowledge.” This is powerful in that it shows Flipped Learning is not just about learning the facts and specific procedures, but also taking it to the deepest forms of knowledge. FYI: Implicit knowledge is “knowledge that isn’t written down, is procedural or part of the practice, and not dependent on an individual’s context. Often, it’s inarticulable—it cannot be explained.”
#2	Penelope Uther and others wrote in the Journal of Pediatrics and Child Care how they combined face-to-face simulations and the flipped classroom. They found significant improvement for students when they combined Flipped Learning with Simulation Learning. This is another example of Flipped Learning as a meta-strategy.
#3	Ha Thi Lan Huong and others in The American Journal of Educational Research looked at the effect of combining Flipped Learning with Socratic seminars for controversial topics in a high school class. They found that combining the two made for very powerful learning. Yet another example of Flipped Learning as a meta-strategy.
#4	Michael G Barrie, MD and others published in the Journal of Education and Teaching in Emergency Medicine and they combined Flipped Learning with case-based collaboration. They concluded that “The flipped classroom curriculum maximizes didactic time and resident engagement, fosters intellectual curiosity and active learning and meets the needs of today’s learners.” A powerful statement that shows just how much Flipped Learning is updating learning across the world.
#5	Chi-Jen Lin and Gwo-Jen Hwang are at it again showing that Game-based Learning coupled with Flipped Learning is improving education for students. This study is well worth reading.
#6	Qunxiang Ren and others in the Advances in Social Science, Education and Humanities Research Journal found that combining the “Rain Classroom” with Flipped Learning produced amazing results. The “Rain Classroom” is a simple LMS that combines PowerPoint with WeChat to deliver information to students. Their conclusion is worth reading as it powerfully speaks to the efficacy of Flipped Learning: The Flipped Classroom teaching mode based on Rain Classroom broke the limitation of traditional teaching. There is no more teacher-centered knowledge-feeding pattern. Instead, students are guiding to learn initiative. Students like having class and become more initiative. Their learning motivation is stronger and the learning attitude is better. The data of the teaching experiment shows that in observation group, students’ learning experience is more positive and the methods of study is deeper. They spent more on study so they got stronger confidence and effect. The online and offline teaching mode based on Rain Classroom advantages teachers forming open, shared, interactive, rich and flipped teaching concept.
#7	An extensive study conducted out of the UK by Bette Chambers from the University of York studied the effect of Flipped Learning on math education to fifth graders. The study included 24 schools in economically disadvantaged areas of the UK. They found, on average, students made one extra month of progress compared to those taught traditionally. Additionally, they found that students who received a free lunch were more likely to have a higher gain than those who did not receive a free lunch.
#8	M. Soler and others published a paper entitled: LOOKING FOR STUDENTS' ENTHUSIASM: FLIPPED CLASSROOM. They did a rather large study of the efficacy of Flipped Learning in a wide array of classes at both the Universidad de Málaga (SPAIN) and Polytechnic of Porto (PORTUGAL). They had over 3,000 students in Management and Administration Business, Finance and Accounting, Marketing and Market Research, Chemistry, Business Communication, and Marketing. The studies spanned more than two decades and found very positive results. They discovered that students who prefer Flipped Learning became more autonomous and had increased achievement. What is different about this study is the scope. Many of the studies I have read are trials of Flipped Learning where it is tried for a few weeks. Here we have Flipped Learning being implemented for an extended period of time with diverse subjects.
#9	Dr. Jackie Kim at Georgia Southern University is flipping undergraduate teacher education, and she sees her work as a way to slowly change the schools her future students will populate the classrooms.
#10	Martha Adelaida Ramírez and Carolina Rodríguez wrote an incisive piece in Technology in ELT about the In-class flip and how they are utilizing it to teach teachers how to flip. This is taking flipped training to the next level by flipping the flipped training.

Jon Bergmann 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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