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Running Head: THE FLIPPED CLASSROOM

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The Flipped Classroom
Katherine E. Clayton
Purdue University

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Abstract

Today, Americans are demanding a change in the education system to better support and educate
children. One format that has recently gained significant attention is the flipped classroom. A flipped
classroom takes the activities traditionally done during class time (i.e. lectures) and moves them to time
outside the classroom. This transition allows instructors time to hold discussions, facilitate complex
problem solving and enhance instructor-student interaction as well as student-student interaction. This
paper, reviews reach done on the effectiveness of this instructional format as well as cites a few areas
for future research. Overall, current research shows the flipped classroom to be having a positive impact
on students as well as instructors and holds promise for the future.
Keywords: flipped classroom, inverted classroom, hybrid teaching

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The Flipped Classroom
Introduction
With Americas education system under significant scrutiny at both the PK-12 and
college level, students, parents and instructors, alike are calling for change. But what does this
change look like? Who should the system serve? Some instructors on the forefront of changing
the face of the classroom have concluded that a student centered learning environment is vital.
One particular method being implemented in the classroom to create the student centered
learning environment is the flipped classroom or otherwise known as the inverted classroom.
A flipped classroom changes the instructor role from the sage on the stage to the guide on
the side providing the learner more responsibility in their learning experience. The flipped
classroom concept transitions activities that traditionally occurred inside the classroom and
moves them outside the classroom and vice versa (Lage, Platt, & Treglia, 2000). The significant
growth in available technologies and the internet has facilitated this move, providing a platform
for educational activities to occur outside of the classroom. In a flipped classroom, the
instructor puts instructional content in a variety of forms such as recorded lectures, podcasts,
reading assignments, etc. online for students to complete on their own time outside of class.
Students are expected to complete this work prior to coming to class and being prepared for an
interactive class period. Classroom time that was traditionally used for lecturing can now be
utilized to facilitate discussion, work through complex realistic problems, enhance group work
opportunities and increase instructor student interaction as well as student student
interaction. Use of a flipped classroom method in a course provides a variety of learning
experiences for students in order to facilitate learning for as many different types of learners as
possible.
Theoretical Basis for Flipping the Classroom
A flipped or inverted classroom model has roots in constructivism learning theory with a
focus on the process of learning rather than the products of learning (Driscoll, 2005, 393).
Constructivists hold problem solving, reasoning, critical thinking and the active and reflective
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use of knowledge as the goals of instruction (Driscoll, 2005, 393). But how are these goals
accomplished? According to Driscoll (2005), there are five conditions for constructivist
learning:
1. Embed learning in complex, realistic and relevant environments.
2. Provide for social negotiation as an integral part of learning.
3. Support multiple perspectives and the use of multiple modes of representation.
4. Encourage ownership in learning.
5. Nurture self-awareness of the knowledge construction process.
Designing a course experience with a flipped classroom method provides the opportunity for
instructors to create a constructivist learning environment. Utilizing a variety of methods to
distribute initial instructional content outside of the classroom such as audial, visual and textual
methods in various forms and assignments provides multiple modes of representation from
which learners can choose. Providing the learner with a variety of means to get to an end gives
them the opportunity to take ownership of their learning and choose the best method for
individual learning outside of the classroom. Placing short lecture type material online in the
form of videos or podcasts for example provides students an archive of information that they
can always return to and view as many times as they would like. Providing the lecture type
material outside of class with students able to pause and rewind, provides them the
opportunity to actually take in the material and digest it, rather than focusing on taking hap
hazardous notes they can hopefully decode after class. As students have a chance to digest
material at their own pace, undoubtedly questions will arise that then can be discussed during
the next class period.
When students come together during regular class time, instructors can provide
relevant, complex problems for students to solve. Problem solving may start as an individual
effort, but as students come upon similar challenges and struggles they are encouraged to look
at a problem from multiple perspectives and learn from their peers. Additionally, collaboration
enables insights and solutions to arise synergistically that would not otherwise come about
(Driscoll, 2005, p.396). If a significant portion of the class continues to struggle with a concept
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the instructor can take the opportunity to provide a mini-lecture (short and to the point) to
clarify a concept providing just in time learning for the students. If the students were
assigned the problems to do at home individually, the mini lecture likely would not have been
provided and learning may not have occurred for many of the students. But the mini lecture
may not be necessary if learners effectively utilize the perspectives of their peers to negotiate a
solution, better solidifying the knowledge for both students.
While studies have shown high satisfaction and high levels of learning from students
who have participated in a flipped classroom compared to a traditional classroom, taking
responsibility for ones learning is not familiar to many students. Therefore, it is important as an
instructor to convey the responsibility students must take in their learning and help them gain a
self-awareness of the learning methods that work best for each individual student. In a study
conducted at Miami University where students were provided a variety of learning tools,
instructors found that students quickly chose a predominant tool that they felt worked best
for them. By the second or third unit, most students indicated that they were using specific
learning tools predominately.(Lage, et al., 2000).
Identification of Subjects Taught Using Flipped Instruction and the Grade Level
While most articles found in peer reviewed journals on a flipped or inverted classroom
are related to application in higher education classrooms, a quick internet search shows this
method is also being applied in K-12 education (mostly high schools). Most instructors
implementing a flipped classroom are involved in science, technology, engineering or
mathematics (STEM) education. STEM disciplines lend themselves well to creating complex,
realistic learning activities, with the emphasis on experiments or problem solving occurring in
the classroom.
Drawbacks and Barriers of Adopting a Flipped Classroom
Another increasingly popular constructivist approach to learning, very similar to a
flipped classroom is problem-based learning in which students work in collaborative groups to
learn by resolving complex, realistic problems under the guidance of faculty (Allen, Donham,
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and Bernhardt, 2011, p.21) A key difference between problem-based learning and a flipped
classroom is that no specific objectives or readings are assigned to problem-based learning
students (Wilson, 1996, p. 141). Because of their similarities, problem-based learning and a
flipped classroom have had analogous challenges in integration. Azer (2001) identified many of
the barriers and challenges facing implementation of a problem-based learning curriculum
including organizational issues, educational views, resource intensity, time consumption, stress
on students, tutor trouble and dysfunctional groups.
Universities are highly steeped in tradition. Tradition is a fantastic thing when
identifying with a sports mascot however tradition can be a significant challenge in trying to
implement a new method of teaching. Several studies have raised the issue of organizational
resistance to the introduction of problem-based learning and the need for substantial change in
the management system and organization structure of their organization (Azer, 2001). In
addition to the university structure, the teaching mentality of faculty can be difficult to
overcome. Many faculty teach the same course each semester and have done so for years. All
the effort of class preparation is long complete and most set things on cruise control from
semester to semester. For faculty willing to add variety to their teaching by implementing a
flipped classroom, the task can become quite daunting. Instructors must prepare and record
instructional material that students will view, read or listen to outside of the classroom. One
study, in which two professors of economics that flipped their classroom, reported spending
approximately two hours per topic constructing PowerPoint with sound and an additional two
hours per topic videotaping lectures (Lage, et al. 2000). Additionally, interactive activities,
complex problems and other experiences must be planned to be implemented during each
class period.
Another challenge with university faculty commonly stems from the promotion and
tenure structure of the university. Many faculty members have teaching, research and even
outreach appointments requiring them to divide their valuable time to many worthwhile
efforts. Faculty members with little to no training in instruction techniques are asked to teach
undergraduates and many struggle to truly engage their students. Although students may
provide negative course reviews for the instructor, many do not seek to grow in their
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instruction techniques. This is often times due to the evaluation process for promotion and
tenure, with more credit being given to research and number of grants funded rather than
teaching or engagement activities.
There is obvious commitment and planning needed by instructors to make a flipped
classroom work, but the faculty are not the only ones. An overwhelming majority of
undergraduate coursework is the traditional large lecture hall structure. The flipped classroom
learning method is extremely different from what students are accustomed to with strong
direction and specific learning objectives to be mastered in the course (Azer, 2001). The high
level of student responsibility, collaborative group work and student-centered learning can be
stressful for students. If group work is a key component of the in class time, the competitive
attitude in conjunction with the different personalities, learning styles, expectations, and
uncertainty produce tensions in a small group not normally experienced in a traditional course
(Azer, 2001). Additionally, Students must understand the responsibility for learning undertaken
in the flipped classroom as students must complete work outside of class in order to be
successful.
Additionally the study by Azer (2001) brings forward an interesting question in
implementing a problem-based learning environment that could also apply to a flipped
classroom, which is whether the tutor or facilitator in class should be an expert in small-group
work or in content material or perhaps both. A key characteristic of both learning environments
is the importance of social negotiation and learning from peers; therefore, instructors must be
comfortable with not always being in control as would occur in a lecture setting. Wilkerson et al
studied the effect of facilitation with subject matter experts on group-performance. Their
findings indicate that subject experts often talked extensively providing direct answers to
students questions (Azer, 2001). Wilkerson et al findings suggest this directive role may
endanger one of the most important aspects of small-group work the development of
students skill in active and self-directed learning (Azer, 2001). In contrast, Schwartz et al found
tutoring skills are much more important in facilitating student learning than the tutors
experience in the content of the problems (Azer, 2001). Although Schwartz et al found tutoring
skills to be most important, student evaluations as studied by Davis et all found that
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performance and evaluation were higher in groups led by subject matter experts compared to
non-experts (Azer, 2001).
Exploration of the Benefits to Students and Instructors of a Flipped Classroom
While there are some fairly significant challenges to integration and adaptation of this
type of learning as mentioned above, research has shown the enhanced student learning as
well as positive feedback from instructors and students may outweigh the hurdles of
implementation. A study conducted by Kenny and Newcomb (2011) found learners in the
blended or flipped module had a slightly higher average exam score on the unit exam than
those who were not in a flipped environment. In a survey of the students, Kenny and Newcomb
(2011) found that 75% of the students agreed that the blended approach contributed to their
learning, 84% felt the online assignments and 77% felt the face-to-face sessions contributed to
their learning(Kenny & Newcomb, 2011) Similarly, Lage et al. (2000) found the majority of
students in their inverted micro economics course preferred the flipped classroom format to a
traditional lecture format with students agreeing at an average of 3.9 (on a scale of 1 (strongly
disagree to 5 (strongly agree)). Students not only enjoyed the flexibility of the online portion of
the course, they also found the time spent in class relevant and valuable. Lage et al. (2000)
found students rated the statement The experiments illustrated basic economic concepts.
received an average score of 4.2.
One of the benefits of a flipped classroom is the increased faculty-student interactions
as well as student-student interactions. Lage, Platt and Treglias students reported the time
spent in class as valuable I really like the demonstrations and the group work they helped me
to really see the concepts, much better than a lecture would and I could better visualize
something Id seen rather than heard that was a big plus for tests (Lage et al., 2000). While it
is obvious students benefited from class interaction, both Kenny/Newcomb (2011) and
Lage/Platt/Treglia (2000) found class size to be a factor influencing the amount of active
participation and discussion during class time. Kenny and Newcomb (2011) implemented a
flipped approach in a 60 student section and had a non-flipped section with 30 students. They
observed more student participation in the smaller section regardless of the flipped format
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compared to the larger section that was flipped. Kenny and Newcomb (2011) informally tested
their theory of class size one week by dividing the 60 student section in half. The student
response increased during the week of a divided class seeming to indicate that class size rather
than preparation was more of a factor influencing participation. Lage et al. (2000) found a
class of 40 students an acceptable size to facilitate faculty-student interaction allowing the
students to immediately clear up any confusion and providing the instructor an opportunity to
monitor each students performance and comprehension.
Results showed increased course satisfaction by students as well as instructors. From
the instructors perspective, the course was considerably more stimulating to teach (Lage et
al., 2000). Each day in the classroom was a new challenge and experience with student
interaction and involvement (Lage et al., 2000). Instructors liked that course content and depth
was not sacrificed and in some cases actually enhanced while at the same time there was much
more time for one-on-one interaction with students which is typically sacrificed in the
traditional lecture setting.
Best Practices to Implementing a Flipped Classroom
If put in place correctly, the flipped classroom can be very rewarding for both the
instructor and students; however if not well thought out and pre-planned it can quickly be a
frustrating experience. For instructors preparation is one key to success. Preparing most of the
course content for the online portion of the course prior to the academic year is highly
suggested by those who have implemented a flipped classroom. For example, Lage et al. (2000)
spent about four hours per topic preparing material for students during the summer. With the
many other responsibilities of teaching throughout the school year and need to adjust
curriculum based on the specific cohort of students, utilizing summer hours to prepare course
work is one suggestion for best implementation. While there is always room for change and
adaptation through the school year, pre-planning a few of the discussions and class activities is
also important.
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Although the flipped classroom is not an entirely new idea, extensive support systems
are not yet in place to assist instructors in transitioning from a traditional classroom to a flipped
format, but there are resources out there. Kenny and Newcomb (2011) strongly suggest
participation in training particularly in an online format as online learning is best understood
when instructors have a chance to engage in the experience themselves through online
workshops conducted by qualified trainers. If training opportunities do not exist or are cost
prohibitive, creating a support network and collaborating with colleagues who have previous
experience with the flipped classroom or at least share a passion to explore is particularly
helpful.
Starting out, instructors are encouraged to start small and provide plenty of direction
for the learners upfront (Kenny & Newcomb 2011). As discussed earlier, class size seems to
have an impact on the comfort level of the learner and the amount of class participation. In
addition to facilitating student-to-student interaction, starting small helps to prevent
overwhelming an instructor new to a flipped classroom. For most students, the flipped
classroom format will be the first time in which they must take full responsibility for their
learning experience. This responsibility can be a significant challenge with implementation.
Starting with a smaller class size with increased student comfort level, allows instructors to be
straightforward with course expectations and student responsibilities while also being able to
track student progress and provide just in time intervention when necessary. Beginning with
smaller class sizes provides the opportunity for a smoother transition for both student and
instructor alike.
Conclusion
Allowing students to obtain information when convenient for them but also having
active face to face interaction with the instructor and peers provides the best of both worlds for
instructors and learners. Research conducted up to this point gives support for this method of
instruction/learning showing positive outcomes for the learner as well as increased satisfaction
for the instructor. An inverted classroom has been suggested as an efficient way to teach core
classes to underclassmen in the university setting; however, these classes are currently held in
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200-500 person lecture halls. Lage et al. (2000) suggest small recitation type settings as a
possible option for these types of classes. But, more specific research needs to be done to
understand the affect class size has on the implementation and success of the flipped
classroom. Flipping the classroom by moving traditional lecture type learning outside of the
classroom and bringing complex realistic problem solving and interactive discussions to the
classroom has real promise for the future of education.

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References

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Kenny, J. & Newcomb, E. (2011). Adopting a Blended Learning Approach: Challenges
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Lage, M.J., Platt, G.J., and Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an
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