(1) Strayer | 142 | | USA Mathematics Statistics Education HE | How the learning environment of an inverted introductory statistics classroom compares to the learning environment of a more traditional lecture-homework introduction to statistics classroom Inform teaching practice and suggest implications for structuring productive classroom learning communities. | Knowledge space theory A learning environment framework | Mixed-methods: qualitative and quantitative Experimental study: CUCEI instrument 28 and 27 students, one semester Study of researcher’s own teaching practice | Concludes that students with the flipped classroom model are less satisfied with how classroom structure orients them to the learning tasks in the course, but are more open to cooperative learning and innovative teaching methods. |
(2) Tucker | 121 | | USA General | Historical description of development of flipped classroom approach | None | N/A | Reflects on who will control the tools and how their potential can be developed. |
(3) McLaughlin, Roth, Glatt, Gharkholonarehe, Davidson, Griffin, Esserman & Mumper | 84 | | USA Pharmaceutical Education HE | Describe the philosophy and methodology used to redesign a basic pharmaceutics course and outline the research conducted to investigate the outcomes the project Provide a guideline for instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students’ learning experience | Student-centred learning Problem-based learning Inquiry-oriented strategies Active learning pedagogy | 162 students/2nd year/1 course/13 weeks/multiple campuses Experimental study: Pre-and post course surveys | Claims that class attendance, student learning and the perceived value of this model all increased after participation in the flipped classroom approach. Concludes that the approach for enhancing learning and foster students for coming health care needs warrants careful consideration for educators. |
(4) Mason, Shuman & Cook | 81 | | USA Engineering Education HE | Compare the effectiveness of an Inverted classroom (IC) to a traditional classroom with regard to: Content coverage, student performance on traditional quizzes, exam problems, student observations and perception of the IC format | Active, cooperative and problem-based learning Learning styles and preferences | Two year-study: Traditional classroom (TC) used 1st year, IC 2nd year, 20 students each year, 10 week courses Control-treatment experiment comparing an IC to a TC Mixed-methods | Argues that the IC approach compared to a traditional approach allowed the instructor to cover more material and that students in IC performed as well or better on comparable quizzes, exam questions and on open-ended design problems. While students initially struggled with the new approach, they adapted quickly and found the IC format to be satisfactory and effective. |
(5) Gannod, Burge & Helmick | 72 | | USA Software Engineering Education Higher Education (HE) | Sharing experiences of using the inverted classroom model on a few pilot courses | Cooperative, collaborative, active learning Learning theory essentials: the ideal learning situation is customized, provides immediate feedback, is constructive, motivates students to persist, and builds enduring conceptual structures | Pilot study/24 students/Computing course Comparisons between traditional and inverted classroom models | Their experiences suggest how different courses from the Software Engineering 2004 Model Curriculum Volume can incorporate the flipped classroom approach. |
(6) Prober & Khan | 50 | | USA Medical Education HE | Propose a new model for medical education based on the “flipped classroom” design to meet the digitally empowered learner, an expansion of biomedical knowledge and increased specialisation within the practice | Building a framework of core knowledge Embedding knowledge through interactive formats. Encouraging in-depth pursuit of specific knowledge failure of skin-deep learning (Alberts, Science) | 141 respondents, 1st and 2nd year students | Identifies a need to define a core curriculum that can meet digitally competent learners. Suggests interactive exercises for enhancing the relevance and retention of students’ knowledge and facilitation of in-depth learning fuelled by individual students’ aptitude and passion. |
(7) Davies, Dean & Ball | 45 | | USA Information Systems College | Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course | Make reference to approaches of computer-aided differentiated instruction, flipped and blended learning models, for improving student learning | Pre, −post test quasi-experimental method on student achievement within one course | A technology-enhanced flipped classroom was suggested to both be effective and scalable, and better facilitate learning than the simulation based training. Students also found this approach to be more motivating since it allowed for greater differentiation of instruction. |
(8) Missildine, Fountain, Summers, & Gosselin | 43 | | USA Adult health nursing courses HE | The purpose of the study was to determine the effects of FC approach on nursing students compared with a control group. | No, theoretical underpinning. A hybrid approach by implementing technologies measured by examination average and students’ satisfaction is mentioned. | Quasi experimental design: comparing 3 approaches to learning 1. Traditional lectures 2. Lectures and lectures capture back-up 3. FC approach Two adult health nursing courses | Concludes that students were less satisfied with the flipped classroom method than with either of the other methods. Suggests that blending new teaching technologies with interactive classroom activities can result in improved learning but not necessarily improved student satisfaction. |
(9) Pierce & Fox | 43 | | USA Pharmaceutical Education HE | To implement a “flipped classroom” model for a renal pharmacotherapy topic module and assess the impact on students’ performance and attitudes | Transition of students from passive receptacles of information into active learners Learner-centeredness A process-oriented guided inquiry learning (POGIL) activity was used, based on a constructivist theory of learning | Design experiment, 8 week course, 71 students Experimental study: pre and post tests/group comparisons | Claims improved student performance and favourable student perceptions with the instructional approach, which includes student-mediated contact with the course material prior to classes, benchmarking and formative assessments administered during the module, and the interactive class activities. |
(10) Tune, Sturek & Basil | 42 | | USA Cardiovascular, respiratory, and renal physiology course HE | Assess the effectiveness of a FC approach compared to a control group | None | Measuring test scores on exams Opinion surveys 27 students | Concludes that within a comparable group of graduate students, participants in the flipped course scored significantly higher. Exam averages for students in specific flipped course modules also tended to be higher. Student surveys implied that the use of homework and in-class quizzes were critical for motivation and likely contributed to the increase in student exam performance. |
(11) Mehta, Hull, Young & Stoller | 42 | | USA, Canada Medicine HE | Reviews innovations in learning (exemplified by a massive open online course (MOOC), Flipped classrooms, digital badges, challenging higher education and describe a new vision and model for medical education | Make reference to studies describing problems within medical education and that students lack feedback on clinical training | N/A | Presents a vision for competency-based learner-centered medical education that can better meet the needs of the health care system. |
(12) Enfield | 36 | | USA Undergraduate Multimedia course HE | Investigate the effectiveness of a FC –approach | None | Survey data of 50 students opinions on the effectiveness of a FC approach | Based on student reports the study suggest that the FC approach provided an engaging learning experience that was effective in helping students to learn the content and increased their self-efficacy in their ability to learn independently. |
(13) Goodwin | 36 | | USA General K-12 School | Reflection paper on how flipped classroom model might improve student-teacher interaction, feedback, homework, engagement and self-paced learning | Refer to the lack of research and some preliminary non scientific data (from for example the Flipped learning network) | N/A | N/A |
(14) Ferreri & O’Connor | 35 | | USA Pharmaceutics course HE | Describe the redesign of a large lecture-based course into a small-group case-based course based on pre-readings and study guides as education exercises | Make references to studies oriented towards student-centered and active learning, small-group and team-based learning | Assessment based on a two-year period, comparisons of students’ grades and satisfaction ratings in course evaluations | Concludes that compared to student experiences in a previous large lecture-based class, students in the smaller-class format reported a preference for working in teams. Students also achieved significantly better academic grades with the new course format. |
(15) Pierce & Fox | 33 | | USA Pharmacotherapy HE | Report from a flipped classroom experiment using video lecture podcasts and in-class patient case discussion as exercises within a renal pharmacotherapy module | Process-oriented guided inquiry learning and students’ active learning make instruction more efficient and improve student learning | Design experiment, pre- and post-tests of student outcomes and motivations and comparisons between student groups. | Claims that the flipped classroom model resulted in improved student performance and positive student attitudes towards the experience. |
(17) Lage, Platt & Treglia | 33 | | USA Economics Education HE | Reflections on developing a inverted classroom | Philosophical foundation: Internet provides students with an excellent complement, not substitute, not heir in-class efforts | Sharing experiences of working with a website with four distinct components and their affordances | Suggests that Internet-based studies provide students with an excellent complement not substitute to their in-class efforts, and can reach a more diverse student population. |
(18) Kim, Kim, Khera & Getman | 31 | | USA Engineering, sociology, humanities HE | Building on the RCOI framework, this study aimed to investigate participants’ perceived values of the flipped classrooms with respect to the RCOI components and to elaborate a design framework from which design principles for the flipped classrooms could be specified. | Revised Community of Inquiry (RCOI): cognitive, social, teaching and learner presence. | Mixed research methods: student survey, student interview, instructor reflection (115 students) | Proposes nine design principles for the FC classroom on the basis of the design framework that emerged from the data. |
(19) Critz & Knight | 29 | | USA Medicine HE | Evaluation of how good FC -approach is on students motivation | None | Survey data of 20 students opinions on the students’ satisfaction | Reports positive outcomes of the flipped classroom model, which included online quizzes and intensive in class-learning activities such as case studies, role-playing and group problem-solving exercises. |
(20) Flumerfelt & Green | 29 | | USA General K-12 | To provide a broad overview of the need for schools to reform | School reform theories by using car industry reforming models (Lean) | None. Provide reflections on the implications of using Lean as a model for school development | Reflects on an example of a school projects which showed how continuous improvement changed the traditional use of time on task for instruction and created new opportunities for focusing on the process of learning and summative assessment work, operationalized through the use of screencast technology as instructional technology improvement. |
(22) Fulton | 28 | | USA General K-2 school | Report on a school initiative on flipping the classroom with improved results in algebra. Presents 10 reasons for adopting the model. | None | Test scores are referred to. | N/A |
(23) Wilson | 27 | | USA Undergraduate statistics course HE | Evaluation of how the FC approach affects student motivation | Fink’s (2003) taxonomy of foundational knowledge Concepts used: application, integration, human dimension, caring and learning how to learn | Open-ended questions, course grade measurement 20–25 students over 4 semesters. | Results show that performance, as measured by final grades and performance on exams, was significantly higher in the flipped course. Although many of the new education strategies were successful, some students perceived their increased personal responsibility negatively. |
(24) McLaughlin, Griffin, Esserman, Davidson, Glatt, Roth, Gharkholonarehe & Mumper | 27 | | USA Pharmacy education HE | To determine if flipping a traditional basic pharmaceutics course would improve student academic performance, engagement, and perception. | Transactional distance theory “which defines transactional distance as a psychological and communication gap between the instructor and learner formed by psychological distance” Implicit psychological theories, which may support ideas of students “engagement”, “motivation”, and “critical thinking”. | 22 satellite students on 2 different campuses. A survey was administered at the beginning and at the end of the flipped course. Both qualitative and quantitative analysis | Suggests that thoughtful course design, enriched dialogue, and promotion of learner autonomy can enhance the quality of satellite students’ experiences in a flipped basic pharmaceutics course. |
(25) Love, Hodge, Grandgenett, & Swift | 26 | | USA Mathematics, computer science, engineering HE | Compare the effectiveness of two specific instructional models – traditional lecture and a flipped model | None | Survey Student exams (55 students) | Students in the flipped classroom had a more significant increase between the sequential exams compared to the students in the traditional lecture section, while performing similarly in the final exam. The survey indicated that the flipped classroom students were very positive about their experience in the course, and particularly appreciated the student collaboration and instructional video components. |
(26) Porter, Bailey-Lee & Simon | 24 | | USA Computer Science HE | Evaluating 10 years of instruction of 4 different courses spanning 16 Peer Instruction (PI) course instances. | Peer instruction and student feedback as student-centred teaching methods improve learning | Conducts a post-hoc, in-situ study of PI adoption in four different courses based on student success and fail rates over 10 years | Claims that the adoption of the PI methodology in the classroom reduces fail rates. For the same instructor teaching the same course, PI was found decreasing the fail rate. |
(28) Bergmann & Sams | 20 | | USA General K-12, HE | Reflecting on FC –approach by focusing the f-to-f time in classroom | Student centered approach | Argumentative reflections | Argues that flipped learning has great potential to positively affect student learning. Suggest that it is more than just a trend in education and is gaining momentum, already making a difference for students. |
(29) Abeysekera, & Dawson | 19 | | USA General HE | Provide a catch-all definition for the flipped classroom and attempt to retrofit it with a pedagogical rationale, articulated through six testable propositions | Theoretical model development | Self-determination theory: intrinsic and extrinsic motivation A cognitive load perspective | Construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. |
(30) Baepler, Walker, & Driessen | 19 | 2014 | USA Chemistry HE | Examines the effect of reducing seat time of a large lecture chemistry class by two-thirds and conducting it in an active learning classroom rather than a traditional amphitheater. | Active and blended learning | Experimental design, control group Post-test Standardized multiple-choice exam Survey | Demonstrated that in an active learning classroom, student faculty contact could be reduced by two-thirds and students achieved learning outcomes that were at least as good, and in one comparison significantly better than, those in a traditional classroom. Student perceptions of the learning environment were improved. This suggests that active learning classrooms are a more efficient use of physical space. |
(31) Lockwood & Esselstein | 19 | | USA HE | Reports on an inverted classroom pilot in linear algebra and introductory programming classes. | Make reference to inverted and inquiry-based models, inspired by intelligent tutoring systems and assessment techniques | Informal data (online surveys, course evaluations and student demonstrations) from one course of 231 students in introductory programming during the 2011–2012 academic year was collected. | Preliminary results show students’ appreciation of the inverted classroom model. In the course experiment an e-workbook was produced which is freely available. |
(32) Smith | 19 | | USA Chemistry HE | The FC approach was implemented in two courses. Report the results of surveys of students’ attitudes towards various aspects of the FC approach. | None, or implicit | Anonymous student survey at the end of the course. Students were asked to agree/disagree with statements regarding their attitude towards various aspects of the FC approach. Likert-type scale (1 to 5) | Based on survey results, the study indicates that students perceived the FC approach advantageous in multiple ways, even though it was perceived to be a time burden. |
(33) Gilboy, Heinerichs, & Pazzaglia | 16 | 2015 | USA Health education/nutrition course HE | to illustrate how to implement the flipped classroom and to describe students’ perceptions of this approach within 2 undergraduate nutrition courses. | “sage on the stage” to “guide on the side” (King, 2013) – constructivist theory of learning. Bloom’s taxonomy | Intervention and redesign of traditionally delivered course to blended course using flipped classroom as instructional approach. Development of a template that enabled faculty to design before, during, and after class activities and assessments based on objectives using all levels of Bloom’s taxonomy. Used on 148 students Student surveys | The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students. |
(35) Chen, Wang, Kinshuk, & Chen | 15 | 2014 | “Holistic flipped classroom” environment HE | Develop a model that can provide a foundation for further research and practice for flipped learning in HE. | Learning by doing (Dewey) Learning by networking | Implementation of FLIPPED model Student surveys Interviews Computer system log analysis | Findings demonstrated that the proposed model was effective; students reported that they were satisfied with the course, their attendance improved, and their study efforts increased. Results also suggested that the transactional distance changed during the learning process: highly motivated students performed much better than less motivated students. Reflections have culminated in various examples, guidelines, and suggestions for practitioners as they consider their own design, implementation, and adoption. |