Top 10 Must Read Research Papers in January

Higher Ed January / Special / January 14, 2019

-by Jon Bergmann-

This month’s top 10 research articles were tough to pick, which is a great problem to have. My first pass had 16 potential candidates for the top 10. So be sure to check out the “Other Notable Studies.” In all, I reviewed 115 studies. So many had surfaced that I wasn’t able to get to all of them in my inbox.

The number one study (#1) this past December is an excellent illustration of what we’ve seen in this column for the past year — that Flipped Learning just plain works. A meta-study of 115 other studies was undertaken and the results highlight that Flipped Learning needs to be adopted whole-scale.

The second series of studies that were amazing showed learning improved when you couple Flipped Learning with artificial intelligence (#2), concept mapping (#4), and gamification (#5 & #6), and add a social dimension to video watching (#3). These illustrate how Flipped Learning is proving to be the operating system of the new educational era. I am especially watching for studies on the intersection of Flipped Learning and Artificial Intelligence because I see AI as a complete disruptor to traditional education.

Other studies demonstrated how Flipped Learning decreases cognitive load in students (#7), and when Flipped Learning includes a change in assessment, magic happens (#8). Assessment and Flipped Learning is an area of considerable interest as I see this as one of the next frontiers in Flipped Learning.

Top 10


Other Notable Research

  • James Greening and others (UK) are teaching diabetes patients using Flipped Learning and finding that patients are more engaged with the content.
  • Taotao Long and others (China) studied what factors influence university professors to adopt Flipped Learning. They found that those who have a performance expectancy (which means that they believe it will work) and have technology self-efficacy are more likely to be successful in implementing Flipped Learning.
  • Jin Cai and others looked at reasons Chinese professors continued to use Flipped Learning long term. They discovered that institutional support and personal knowledge regarding technology were the dominant factors.
  • Pete Whiting in 2015 Science Education News, though not an entirely current researched article, has found that though students prefer teacher-created flipped videos, they performed just as well when using nonteacher-created flipped videos.

Jon Bergmann
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) 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.

Previous Post

The 187 Global Elements of Effective Flipped Learning

Next Post

Why I Resolved to Set Much Smaller Goals in 2019

0 Comment

Leave a Reply

Your email address will not be published. Required fields are marked *