The idea of the flipped classroom is a relatively new pedagogical tool in education that appears to be gaining tremendous momentum. In a flipped classroom, students receive, review, and study information prior to attending class through online prerecorded lectures, videos, or other materials, and class time is then utilized for active learning such as collaboratively discussing, solving, practicing, thinking, and experimenting, allowing teachers time for individual assistance. (Rotellar & Cain, 2016). Based on four recent studies, this paper will examine whether student achievement in flipped classrooms increases.
Case Studies
Study 1
In a 2015 study done by Zhonggen and Guifang, 69 randomly selected undergraduate students Majoring in English and taking the course “Business English Writing” were selected to participate. They were given pretests and determined to all have the same level writing skills. Genders were equally represented, and the age range was between 19 and 23 years. Students were then divided into two groups for the semester both of which were led by an experienced teacher; one to learn though a flipped classroom, and the other through the traditional model.
Students in the traditional model of the study by Zhonggen and Guifang previewed materials prior to class, attended class where the teacher provided lecture …show more content…
The control group was the instructor’s Fall 2012 class of 592 students which was taught with traditional lecture, homework, and minimal in-class activity. The class of 321 students in the Fall of 2013 was flipped, converting each chapter into video learning segments, adding active learning though in-class discussion and activities, and basing participation in part on in-class multiple choice questions answered about the videos (p. 422). Demographics for each class were not provided. The three exam grades for the course were then
Case Studies
Study 1
In a 2015 study done by Zhonggen and Guifang, 69 randomly selected undergraduate students Majoring in English and taking the course “Business English Writing” were selected to participate. They were given pretests and determined to all have the same level writing skills. Genders were equally represented, and the age range was between 19 and 23 years. Students were then divided into two groups for the semester both of which were led by an experienced teacher; one to learn though a flipped classroom, and the other through the traditional model.
Students in the traditional model of the study by Zhonggen and Guifang previewed materials prior to class, attended class where the teacher provided lecture …show more content…
The control group was the instructor’s Fall 2012 class of 592 students which was taught with traditional lecture, homework, and minimal in-class activity. The class of 321 students in the Fall of 2013 was flipped, converting each chapter into video learning segments, adding active learning though in-class discussion and activities, and basing participation in part on in-class multiple choice questions answered about the videos (p. 422). Demographics for each class were not provided. The three exam grades for the course were then