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Running head: THE FLIPPED CLASSROOM: A LITERATURE REVIEW

The Flipped Classroom: A Literature Review Candace Daniels University of Maryland, University College

Author Note Candace Daniels, Instructional Technology, University of Maryland, University College. This literature review on the flipped classroom model was created as a requirement of Instructional Technology course EDTC 670, Capstone Project, Phase I.

THE FLIPPED CLASSROOM

Table of Contents
Introduction ................................................................................................................................................... 3 History .......................................................................................................................................................... 3 Changing Time Spent ................................................................................................................................... 4 Time Spent In the Classroom ........................................................................................................................ 5 Time Spent Outside the Classroom............................................................................................................... 6 Effects on Student Performance.................................................................................................................... 7 Concerns of the Flipped Classroom Model................................................................................................... 8 Conclusion .................................................................................................................................................... 8 References ................................................................................................................................................... 10

THE FLIPPED CLASSROOM The Flipped Classroom: A Literature Review Introduction For some time now, teachers have worked to balance in-class learning with out of class activities. In-class time is typically reserved for lecture style content, sometimes example problems, and brief question and answers opportunities. Outside of class, the concept of homework is nothing new and range from students reading material to discuss in class, to completing practice problems, and/or a combination of both. What this current approach to learning does not usually account for, are teachers being able to address students questions while they work through practice problems, and/or students ability to directly review what was

said in-class as a means of deepening their understanding of concepts. As such, in-class learning by students is often questionable, and homework becomes a dreaded chore. Not created to combat that particular challenge, the flipped, also termed inverted classroom provides a number of advances in efficient teaching practices, increased collaborative learning among students, and students deeper synthesis of learning content.

History Each article contained in this literature review provides a definition of the flipped classroom. However, the one that best sums up all the elements of the flipped classroom reads, a flipped classroom [is] a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom (Strayer, 2012, p. 171). The term technology, used in this definition, is clarified in another article as being students watch[ing] lectures at home via video podcasts, (Brunsell & Horejsi, 2013, p. 8). It is actually the recording, posting, and students watching the video lectures that drove the flipped classrooms inception. As mentioned previously, the flipped classroom was not initially designed for what and how it is used today. In 2007, chemistry teachers Aaron Sams and John Bergmann of Woodland Park High School, in Colorados Pikes Peak, were challenged with finding time to reteach lessons missed by absent students, (Tucker, 2012, p. 82). To combat the issues, Sams and Bergmann came up with the idea of recording their class lectures and posting them online so students that were absent could keep abreast of content reviewed while they were out, (Pierce & Fox, 2012, p. 1;

THE FLIPPED CLASSROOM Tucker, 2012, p. 82). Little did they know a majority of their students, present when the initial lecture was given, or not, found the video lectures helpful in clarifying and reviewing concepts

and/or questions formulated outside the classroom. Thus, the flipped classroom model was born. It transforms teaching practices by changing traditional roles and increasing interactions between the instructor and students during class (Peirce & Fox, 2013, p.1). This pedagogical, according to Brunsell and Horejsi (2013) in Flipping Your Classroom In Action[s], approach transfers ownership of learning by replacing passive learning with more laboratory investigations and collaborative problem solving (p. 8). Unfortunately, because the flipped classroom model has only been around for six years, there is little empirical evidence concerning the use or efficacy of these flipped classroom projects as tools (Peirce & Fox, 2012, p. 1). However, a search for articles containing the words flipped, inverted, and/or classroom resulted in a small there number of empirical studies. Although no major themes emerged, all the articles presented in this literature review highlighted the different ways teachers and students utilized in-class and out-of-class time, and the associated benefits to student learning outcomes.

Changing Time Spent For years, teachers have cited lack of class time as a hindrance to educating students. Some want more class time to explain content, while others seek more class time for their students to practice concepts. Regardless of the specific need for more in-class time, research identifies the flipped classroom models ability to deliver. The flipped classroom model stems from the availability and functionality of the internet. Not since the advent of television has the ability to stream video and audio to the masses existed. However, the complexities of having content presented on television limited its use for educational purpose to a small subset of the population. On the other hand, the open source authoring of the internet in general and websites like YouTube specifically allow for anyone with audio/video resources to post content for others to see. Thus, the flexibility of the technology medium has provided the opportunity for teachers to redefine how they and their students use in-class and out-of-class time to improve student learning

THE FLIPPED CLASSROOM Time Spent In the Classroom A distinctive difference of the flipped classroom model is how teachers spend in-class time. The greatest benefit of the flipped classroom structure is the amount of time teachers feel they have to work with individual students. Founders of the flipped classroom concept, Burgess and Sams, note that instead of teachers standing in front of the classroom talking at students,

they can circulate and talk with students (Goodwin & Miller, 2013, p. 78). Additionally, the old adage of sage on stage shifts under the flipped classroom model. Professors utilizing this new pedagogical approach are seeing themselves as cognitive coaches, and a good coach figures out what makes a great athlete and what practice helps you achieve that (Berrett, 2012, n.p.). As such, the focus of Peirce and Fox (2012) study Vodcasts and Active-Learning Exercises in a Flipped Classroom Model of a Renal Pharmacotherapy Model, scheduled typical lecture time to assess student knowledge as a means of evaluating potential success of pharmacology students success using the flipped classroom model (p. 4). In another instance, Chad, a geometry professor, featured in Saving Time with Technology, posts his lectures online for students to view prior to class strengthens his awareness of individual student progress, as he engag[es] with them more during class (Gullen & Zimmerman, 2013, p. 65, 63). The flipped classroom model permits increased in-class assessment of students learning challenges, allowing for immediate clarification of misunderstood concepts (Goodwin & Miller, 2013; Flumerfelt & Green, 2012). Aside from the ability of teachers using the flipped classroom model for assessment, research also shows that they use the increased in-class time to provide students additional practice opportunities. Dave Kawecki, a physics teacher in Wisconsin, interviewed for A Flipped Classroom in Action, highlights that the flipped classroom model removed the in-class need to lecture about content, almost doubling his ability to offer in-class activities from 19 minutes to 36 minutes of active learning (Brunsell & Horejsi, 2013, p. 8). Teachers using this model, are then able to differentiate these activities to meet the needs of the various learning styles and levels of the students in the class (Brunsell & Horejski, 2013; Flumerfelt & Green, 2012). For some teachers, this may mean spending more time with struggling students (Tucker, 2012; Flumerfelt & Green, 2012) and/or allowing students to teach each other (Brunsell & Horejsi, 2013; Flumerfelt & Green, 2012; Herreid & Schiller, 2013; Strayer, 2012). Staryer (2012), author of How Learning in an Inverted Classroom Influences Cooperation, Innovation,

THE FLIPPED CLASSROOM and Task Orientation, writes, students in the inverted classroom exhibited a desire to want to explain concepts to other students (p. 188). This finding was supported in Flumerfelt and Greens (2012) study, Using Lean in the Flipped Classroom for At Risk Students. Another activity identified as reason nine of the lure of the flipped classroom in Herreid

and Schillers (2013) article, Case Studies and the Flipped Classroom, is extended opportunity for students to use classroom materials, specifically scientific equipment, not available to them at home (p. 62). These allowances made possible by the use of the flipped classroom model, gives credence to comments made by Harrison Keller, vice provost for higher-education policy at the University of Texas, Austin, and commentator in The Chronicle, article How Flipping the Classroom Can Improve the Traditional Lecture. He states that the flipped classroom model provides opportunities for faculty to better use their time and expertise more appropriately, as well as facilities more efficiently (Berrett, 2012, n.p.). Consequently, although each teacher, professor, or author included in this literature review used their in-class time differently under the flipped classroom model, this new pedagogical practice made these variations possible, resulting in a deeper connection between teachers and students (Brunsell & Horejsi, 2013; Goodwin & Miller, 2013; Tucker, 2012).

Time Spent Outside the Classroom The flip side the flipped classroom model is the activities that take place outside of the classroom. Traditionally, students spend out-of class time reviewing reading material or working through practice problem. However, under the flipped classroom model, students are spending their out of class time watching video recordings of lectures and are identifying great benefits associated with this new pedagogical practice. Flumerfelt and Greens (2013) study Using Lean in the Flipped Classroom for At Risk Students, results showed that the flipped classroom model provided students with a task they enjoyed and could control, deciding when and where to listen to daily lectures (p. 363). Additionally, according to Staker and Horn (2012) in Classifying Blended Learning, the flipped classroom model allows students to control the pace at which they move through the online elements (p. 11). And, Goodwin and Miller (2013), in Evidence on Flipped Classrooms Is Still Coming In, cite pacing as the greatest challenge with lectures (p. 78). The flipped classroom model, allow students to learn content at a rate suitable to their developing needs (Goodwin & Miller, 2013; Gullen & Zimmerman, 2013). For

THE FLIPPED CLASSROOM some students, that may include reviewing the content numerous times before understanding

happens (Burnsell & Horejsi, 2013, p. 8). For other students, fast-forwarding to more challenging concepts is also an option afforded by the flipped classroom model; which, as mentioned in Goodwin and Miller (2013), has one of the strongest effect sizes (0.88) of any instructional intervention (p.79). Consequently, as research stands, the greatest benefit of swapping in-class lectures with and out-of-class time and opportunities in the flipped classroom model is students ability to control the rate at which they learn from posted content.

Effects on Student Performance Of course, no new pedagogical practice is worth the time and technology, if it does not produce improvements in student performance. Teachers utilizing the flipped classroom model note that producing high quality video lectures that connect to in-class content is a time consuming process. Andrea Smith, a teacher featured in Tuckers article, The Flipped Classroom, and 6th grade teachers in Washington, D.C. says that crafting a great four- to sixminute video lesson poses a tremendous instructional challenge because she mish pay attention to the details and nuances of instruction- the pace, the examples used, the visual representations, and the development of aligned assessment practices (p. 82). Strayer (2012), in his study, failed to recognizes these time consuming challenges of creating out of class videos that coincide with in-class activities and received mixed results as to students satisfaction with the flipped classroom model (p. 191). However, overall research, even limited in quantity, is showing positive changes in student performance. Teachers are finding that students are asking more thought provoking questions, which is a sign of critical thinking skills in action (Tucker, 2012, p. 82). Goodwin and Millers (2013) survey in Evidence of A Flipped Classroom Is Still Coming In, reported of the 453 teachers that use the flipped classroom model, 67% noticed an increase in test scores for advanced placements students and students with special needs (p. 78). While, Flumerfelt and Greens (2013) study also showed impressive academic and behavioral referral improvements experienced in a pilot of flipped classroom instruction of at-risk students (p. 364). Thus, Kaweckis comments sum up students performance best as he says, he found that the flip is a refreshing and very effective way to give students more productive time in class to help them learn (Brunsell & Horejsi, 2013, p.8).

THE FLIPPED CLASSROOM Concerns of the Flipped Classroom Model Unfortunately, even with its current positive showing, there are a number of concerns with the flipped classroom model. Primarily, there is not enough empirical evidence that the flipped classroom model produces greater student learning outcomes than another pedagogical practice. Although current research identifies a connection, authors Joordebs, Le, Grinnell, and Chrysostomous (2009) study, Eating Your Lectures and Having Them Too: Is Online Lecture Availability Especially Helpful in Skills-Based Courses? questions if there is a novelty of newness at play among students in flipped classrooms (p. 282). Authors Brunsell and Horejsi (2013) cite that even using the flipped classroom model, that a quarter of students participating reported not viewing the videos (p. 8). As such, there is a question of student motivation

associated with the success of the flipped classroom model. Are there parameters that need to be in place to ensure students are watching the videos; similar to those of Kaweckis built in quizzes (Brunsell & Horejsi, 2013, p. 8)? And/or what if students misuse the videos by reviewing video content to the point that it becomes detrimental to students learning as it did in Joordebs et als (2009) study (p. 286)? All of these questions have yet to be answered in current research. Then there is a question of video quality and connection to in-class content. Teachers are taking various approaches to creating their video lessons. Some record themselves just as they would deliver lectures in front of the class, while others create elaborate productions that are not typically feasible in a traditional lecture setting. There is currently no research that details if one approach versus another to video lectures is more effective. Additionally, there is the question about how closely video content should tie into in-class activities. As referenced previously, Stayer (2009) used software videos to teach students how to complete statistical analysis. However, in-class, he used a different approach. As such, students felt disconnected to the teacher and struggled to work through the in-class assignments. Was this a motivational challenge on the students part, and/or a real issue with Stayers video selection? Strayer (2012) falls on the side of the wrong videos. However, only additional research on the flipped classroom as a whole can answer these questions for sure.

Conclusion Since its inception, the flipped classroom has shown great promise in transforming teaching and learning. Although creating video lectures for students to view before class requires

THE FLIPPED CLASSROOM a concentrated amount of time to produce the desired learning outcomes, the amount of in-class time freed for active problem solving, and meaningful discussion is often doubled. This additional in-class time affords teachers opportunities to differentiate learning for their students,

and spend more time with individual and/or small groups of students to ensure comprehension of material. Research has also shown that students actively collaborate in-class, taking turns explaining concepts, they learned by watching the video lectures to their peers. Lastly, research is just beginning to show the effects the flipped classroom model on student performance. Current research shows a positive trend in this area. However, more research is needed to fully connect the flipped classroom to increased student performance. Another area of research that is necessary in fleshing out the effects of the flipped classroom is on the components of the video lesson. As mentioned previously, there is no standard approach to the types of videos used. As such, it is questionable as to if there are some video standards that produce positive results versus not. Regardless, a strong foundation for the flipped classroom model to continue is in place, and teachers seeking to at the very least, increase in-class time for students to work through activities, should consider its institution.

THE FLIPPED CLASSROOM References Berrett, D. (2012). How flipping the classroom can improve the traditional lecture. The Chronicle. Retrieved from http://chronicle.com/article/How-Flipping-theClassroom/130857/ Brunsell, E. & Horejsi, M. (2013). A flipped classroom in action. Science 2.0. Brunsell, E. & Horejsi, M. (2013). Flipping your classroom in one take. Science 2.0. Flumerfelt, S. & Green, G. (2012). Using lean in the flipped classroom for at risk students. Educational Technology and Society, 16 (1), 356-366. Goodwin, B., & Miller, K. (2013). Evidence on flipped classrooms is still coming in. Educational Leadership, 78-80. Gullen, K. & Zimmerman, H. (2013). Saving time with Technology. Educational Leadership, 63-66. Herreid C. & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42 (5), 62- 66. Joordens, S., Le, A., Grinnell, R., & Chrysostomou, S. (2009). Eating your lectures and having them too: Is online lecture availability especially helpful in skills-based courses? Electronic Journal of e-Learning, 7 (3), 281- 288. Peirce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a flipped classroom model of renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76 (10), 1- 5.

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Staker, H. & Horn, M. (2012). Classifying k-12 blended learning. Insight Innovation. Retrieved from http://www.innosightinstitute.org/innosight/wpcontent/uploads/2012/05/Classifying-K-12-blended-learning2.pdf Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Springer Science & Business Media, 15, 171- 193. Tucker, B. (2012). The flipped classroom. Education Next. Retrieved from http://www.questia.com/library/1G1-274874890/the-flipped-classroom-onlineinstruction-at-home

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