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.