A simple definition of a flipped classroom is that what usually happens in the classroom now takes place outside, while what was happening outside now takes place in the classroom.
About flipped classroom
In practice it will often say that the lecture has been recorded on video, and the students can watch it at their own pace and as often as they want outside the lecture. In lectures, for example, students can work with tasks, and use the chance to ask the teacher about things they don't understand.
In an overview of the research on the flipped classroom until 2012 (Bishop, 2013), the authors conclude that there is little research in the field and that what is done is basically asking what the students thinks about it.
A survey found that there was a positive correlation between the use of the flipped classroom and the students' grades on the exam (Day & Foley, 2006). The same has Njål Foldnes from BI found (Foldnes, 2016). In an experiment, he showed that the students who had been part of the flipped classroom design performed 9 percentage points better on the end exam than those who had followed traditional lectures.
There is not yet enough research on the flipped classroom to say something certain about how homework and activities in the classroom should be designed to give the most learning effect, but we know something. A study from 2013 shows that using meeting time to facilitate higher order thinking, ie combining, proposing, selecting, evaluating, concluding, judging, discussing, discussing, determining and justifying, increases the number of students who score above 90% on the exam (Garver & Roberts, 2013).
In this case, flipped classroom was implemented with the help of clickers, but you can use several different types of activities that does the same as the clickers. In Foldnes's experiment, the students in the flipped design were also divided into homogeneous groups, and the students reported that they felt committed to these groups. It is possible that this was an indirect factor that contributed to the improved exam grade.
Constructive alignment is a useful planning tool also for the flipped classroom - what are the learning goals, what should the students show that they master in the assessments, and what do the students then need to work on when the lecturer is present?
Bishop, Jacob Lowell and Matthew A Verleger. (2013). The flipped classroom: A survey of the research. Paper presented at the 120th ASEE Annual Conference & Exposition, Atlanta.
Day, Jason A, & Foley, James D. (2006). Evaluating a web lecture intervention in a human–computer interaction course. Education, IEEE Transactions on, 49(4), 420-431.
Foldnes, Njål (2016). The flipped classroom and cooperative learning: Evidence from a randomised experiment. Active Learing in Higher Education, 17(1), 39-49.
Garver, Michael S, & Roberts, Brian A. (2013). Flipping & clicking your way to higher-order learning. Marketing Education Review, 23(1), 17-22.
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