An Engaging, Yet Failed Flip
The flipped classroom is growing significantly as a model of learning in higher education. However, there are ample problems with the research on flipped classrooms, including where success is often defined by student perceptions and a lack of consistent, empirical research supporting improved acad...
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| Format: | Article |
| Language: | English |
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Park University
2017-08-01
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| Series: | InSight : A Journal of Scholarly Teaching |
| Online Access: | http://www.insightjournal.net/wp-content/uploads/2017/08/9-Krahenbuhl.pdf |
| Summary: | The flipped classroom is growing significantly as a model of learning in higher education. However, there are ample problems with the research on flipped classrooms, including where
success is often defined by student perceptions and a lack of consistent, empirical research supporting improved academic learning. This quasi-experimental study describes a semester-long comparison of two of the same courses taught by the same instructor utilizing a primarily didactic lecture approach and a flipped classroom approach. The experiment found results in
which students in the didactic lecture class had significantly higher end-of-course scores than those in the flipped classroom; however, with regards to a document-based analytic essay
question there was no statistically significant difference. |
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| ISSN: | 1933-4850 1933-4869 |