The Flipped Classroom: A Survey of the Research, Jacob Lowell Bishop and Dr. Matthew A Verleger
Presenter: Shanna Shaked
Review of the literature:
- 24 studies (updated in 2012), but eliminated some for various reasons, leaving them with 13.
- Only 1 study actually tracked a flipped classroom course from beginning to end, compared to a traditional lecture course, and found that the students in the flipped classroom performed better on their exams.
- Lots of suggestion, anectodal evidence, but little hard proof that flipped classrooms are better for the students.
- Flipped classrooms are beneficial especially for large classrooms. Students need to be provided with interactive video lectures outside of the classroom.
- learning through reading is proven to be most effective for learning, but most college students will not read material outside of the classroom
- interactive video lectures have been shown to be more effective than classroom lecturing
- students tend to score better on homework problems and tests (in the flipped classrooms)
Is total flipping necessary?
- No obvious evidence that flipping the entire classroom is necessary. Partial flipping seems to produce positive results as well.
- Partial flipping --> only flip a few classrooms each quarter
How do you quantitatively measure effectiveness in a flipped classroom? How could we do a controlled experiment at UCLA?
- use COPUS to compare percentage of time teacher is talking to percentage of time students are talking/working
- Use two otherwise identical classrooms and try flipping a few classes throughout the quarter
- compare an engaging lecturer to a flipped classroom (Carl Weimann did this)
- connect with Education Department people and/or Statistics Department people
- two problems:
- we haven't had enough practice using innovative techniques; lecture-style classrooms are more polished
- the important metric is long-term retention; we need to be able to track the students through upper division courses as well
- What do we want to measure?
- Pre/post concept inventories
- exam scores
- student attitudes (CLASS - UC Boulder) <-- this might be where we see the biggest gains at first
- What variables do you need to account for?
- presentation style (does the instructor use humor, etc)
- student preparedness (match "twin" students between classrooms)
- Student evaluations (and scores) may drop at first --> long-term tracking is necessary