Flipped Classrooms

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
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