Abstract
Recent advances in technology and in ideology have unlocked entirely new directions for education
research. Mounting pressure from increasing tuition costs and free, online course offerings
is opening discussion and catalyzing change in the physical classroom. The flipped classroom is
at the center of this discussion. The flipped classroom is a new pedagogical method, which employs
asynchronous video lectures and practice problems as homework, and active, group-based
problem solving activities in the classroom. It represents a unique combination of learning theories
once thought to be incompatible—active, problem-based learning activities founded upon a
constructivist ideology and instructional lectures derived from direct instruction methods founded
upon behaviorist principles.
This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom.
Studies are characterized on several dimensions. Among others, these include the type of
in-class and out-of-class activities, the measures used to evaluate the study, and methodological
characteristics for each study. Results of this survey show that most studies conducted to date
explore student perceptions and use single-group study designs. Reports of student perceptions
of the flipped classroom are somewhat mixed, but are generally positive overall. Students tend
to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures.
Anecdotal evidence suggests that student learning is improved for the flipped compared
to traditional classroom. However, there is very little work investigating student learning outcomes
objectively. We recommend for future work studies investigating of objective learning
outcomes using controlled experimental or quasi-experimental designs. We also recommend that
researchers carefully consider the theoretical framework used to guide the design of in-class activities.
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