Wiki Literature Review Site: wikieduc639.wikidot.com/flipped-classroom The Flipped Classroom Aldwin Lauron, Abby Beezhold, Lindsay Spencer, and Yashica Davis Liberty University EDUC 639 Group members: 1. Aldwin Lauron 2. Abby Beezhold 3. Lindsay Spencer 4. Yashica Davis Abstract This literature review discusses the effectiveness of the flipped classroom method in today's educational system. Readers are introduced to the flipped classroom model and the definition of the flipped classroom is reviewed. Previous research is discussed, compared, and contrasted. Ways to implement the technique is included for educators as long as future research that could be conducted. Keywords: Flipped Classroom, personalized learning, home support, digital delivery, project-based learning. Introduction The Flipped classroom is now becoming more popular in schools as a new teaching model. It is known by various names including the inverted classroom, flip, or reverse teaching model. This teaching model is based on the concept that a “flipped classroom” turns the traditional learning experience on its head. Lectures are shared outside of class time and for individual review as homework, and classroom time is reserved for students to complete assignments and activities. Flipped classroom is an instructional strategy that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom to meet the students personalized way of learning (Suo and Hou, 2017). The content delivery may take a variety of forms, such as online video lessons, online collaborative discussions, digital research, and text readings. Gomez-Lanier (2018) explained that the flipped classroom pedagogy offers opportunities for students by having the majority of class time spent on discussions and group work that enable students to take risks and make mistakes while gaining experience in collaboration and expertise in content. With flipped classroom model, teachers may now use more of their classroom time towards class discussions and group work that, in turn, encourage students to take risks and make mistakes while gaining experience in collaboration and expertise in content. Research indicates that the flipped classroom model at its core allows instructors to simultaneously teach course content and practice the application of the content (Demski, 2013). The exposure of course context outside of the class provides students with opportunities to experience group discussions and activities in class. This experience, in turn, fosters a connection between application and content, such as lectures, textbook readings, and homework. This greater interaction between instructor and students along with students’ interactions amongst teammates fosters critical thinking skills, communication skills and practical experience (Al-Zahrani, 2015).
What is a flipped classroom?
A flipped classroom is a teaching model that reverses the traditional learning environment requiring the students to study an instructional content (often online) outside of the classroom time to meet the students personalized way of learning. According to Sou and Hou (2017), the content delivery of flipped model may take a variety many forms, such as online video lessons, online collaborative discussions, digital research, and text readings. It is also generally accepted that the definition of flipped classroom is an information-based environment, curriculum teachers provide a variety of learning resources, so that learners can complete the process of knowledge transfer before class, and in the classroom teachers and students can complete the process of knowledge internalization through answering questions, collaborative inquiry, interactive exchanges and other activities together (Wang, 2016). In the traditional classroom, the teacher is typically the central focus of a lesson and the primary source of information during the class period. The teacher teaches the lesson in front of class, responds to questions , and gives tests for assessment of student`s understanding. In a traditional classroom setting, teachers usually use lecture-style approach to deliver lesson contents to the students. Student engagement in the traditional model may be limited to activities in which students work independently or in small groups on an application task designed by the teacher.
Why Flip? Many school systems are beginning to show interest in the flipped classroom method. Due to this, more researchers are beginning to study and determine whether the new style is worth the money, and time, that would be involved in switching over from the traditional method. It can be difficult to show a definitive correlation between the flipped classroom and student achievement. However, researchers have used case studies, quasi-experimental, and experimental methods to study this teaching style. They have observed engagement in classrooms, surveyed both students and teachers, looked at pre and post test scores, and included any other possible observation needed to prove their case. All of the studies surrounding the flipped classroom method have fallen into either observations of the role of the teacher or student, the students who benefit most from the method, advantages and disadvantages of the teaching style, how to accomplish creating a flipped classroom, and the limitations that arise when researching the flipped classroom. Role of the Teacher
//Image retrieved from https://www.researchgate.net/post/Flipped_Class_Room_Education_can_inspire_the_modern_teaching_sytem_for_Fashion-How_in_the_context_of_a_middle-incoming_country_like_Bangladesh2// Within the flipped classroom, the teacher should act as a “sage on the stage and guide on the side” (Gilboy, 2015). When researchers studied this method they learned that teachers were not wasting time with lecturing during class, but rather they were questioning, interacting, providing feedback, and showing support. Teachers were also able to differentiate instruction. They could provide different elements (suited to each individual) for the students to learn, outside of class, so that they were better prepared to be involved during class. It is crucial, within this teaching style, for the teacher to be up to date with current technologies and how to use them. Ozdamli and Asiksoy found that effective flipped classroom teachers knew how to use many video recording programs such as Screen-Cast-O-Matic, Camtasia, or Adobe Presenter. They also were confident in how to use video hosting programs and learning management systems. These systems were used to provide information, lectures, and learning elements outside of the class. Role of the Student
Image retrieved from https://news.aamc.org/medical-education/article/flipped-classrooms-scrapping-traditional-lectures-/ Many studies found that the flipped classroom was unsuccessful unless there was complete buy-in from the students. If students were unmotivated to complete the work before class they were unable to participate, during class time, at school. The flipped classroom requires students to take responsibility for their own learning and to be active participants during class. They must be able to show teamwork, participate in group discussions, and interact with the teacher. They, essentially, are creators of their own education. In one study, conducted by Xu and Shi, the research found freshman college students who were unsure of the flipped classroom when it began. However, half way through the semester, they were able to reflect on their learning and realize the gaps that needed to be filled. They were then able to take themselves farther than any teacher had before. Surveys showed that students felt as though they had learned more and had become more motivated because of the flipped classroom method. Advantages & Disadvantages to the Flipped Model While studying the flipped classroom, researchers found that there were many advantages to the method. There was increased interaction during class between students with each other and with teachers. There was the possibility for equal learning for all students. Teachers had more time for hands on learning. Student engagement was increased. The flipped model also provided the opportunity to build collaboration within the classroom. Gomezer-Lanier conducted a case study on how the flipped classroom could build collaboration. He used both quantitative and qualitative research methods. He surveyed both undergraduate and graduate students. He found that students preferred flipped because of “course material variety, greater understanding of material through collaboration, and more productive class time” (Gomezer-Lanier, 2018). Students agreed that there was more opportunity for group collaboration and practice of working with others. With every advantage there are also some disadvantages that must be considered. The flipped classroom requires a lot of teacher preparation ahead of time. They must plan for the time it takes to digitize lectures and information. Students must also be motivated to complete the work required outside of the classroom. Many educators know that student motivation can be at an all-time low nowadays. Students must also be able to access the technology needed to complete their work from home. Although there are some disadvantages, many of them can be overcome with some consideration and flexibility. The impact on the classroom in the flipped classroom model has also had challenges in developing countries. Around the world, many countries wish to adopt the flipped classroom model to better meet the needs of the children living in that country. Though the model is gaining momentum in the United States, there are impacts on the flipped classroom model in developing countries, too. However, the flipped classroom in developing countries present their own unique challenges. Students and teachers lack the funds and resources needed to fully implement the flipped classroom model. Teachers are also not receiving support needed because it was unknown what support would be needed for teachers. According to Kashada et al (2017), challenges such as lack of teacher knowledge, access to technology at home, and redesigning of courses caused obstacles in successfully implementing a flipped classroom model. (Kashada, A., et al., p. 152, 2017). Though these obstacles were studied in a flipped classroom model of a developing country, these challenges were also observed in flipped classrooms in the United States and Hong Kong. This study showed that developing countries have a desire to implement flipped classrooms, but lack resources, training and support to implement flipped classrooms. The flipped classroom model’s impact on the classrooms in other countries can vary greatly from country to country and will still need further study to be deemed successful. Classroom Applications Deciding When To Flip The flipped classroom model has become prevalent as an alternative to the traditional classroom. The concept began in the early 2000s and between 2010 and 2016, the flipped classroom became more accessible due to an increasing progression of technology. This model allows teachers to be available to answer questions that students may have about a topic, rather than teaching a lecture or concept, and the students work on level projects at home. Researchers studied the most successful ways to “flip” a classroom. They found that the best flipped classroom teachers were considerate of the content they decided to flip, worked well with other teachers, made sure that all information was accessible, and made the learning highly engaging.
Gilboy studied the set up and introduction of two new nutrition courses at the undergraduate level. The teachers were required to use the same format template for lesson-planning. It included plans for before, during, and after class. Planning was found to be critical to the creation of the class. The work and planning included in the creation of the flipped courses were found to be well worth it. Student surveys showed that students were excited about the flipped classroom because they were now able to take time, during class, to discuss new and cutting-edge techniques. They survey found that 75% of students like watching the lecture before class, 62% would rather participate in activities during class, and 56% felt as though they had learned more in the flipped technique compared to the traditional classroom. However, when contemplating “flipping” a classroom, a teacher must realize that not all course content is “flippable.” An educator must know when, where, and what style is best. Sometimes partially flipped may be the best option, especially when content is extremely complex such as Biology, Chemistry, Physiology, etc. Burgoyne and Eaton studied the partially flipped classroom and found that even flipping one section of a course made a large difference in student performance. Effects on Learning Research has shown that the flipped classroom can have an effect on students’ learning outcomes. A meta-analysis analyzed multiple studies to determine the effects of a flipped classroom on student learning. The analysis used 17 databases to locate studies on the effectiveness of flipped classroom versus traditional classrooms and used “55 publications with 115 effect size comparisons on cognitive learning…” (Cheng, L., 2018). The subject area, such as math, science, and humanities, was regulated to adjust for differences in presentation and the subject matter itself. According to the meta-analysis, there were “positive results in favor of the flipped classroom, albeit small…” (2018, p. 22). The meta-analysis went on to state that most of the studies of the impacts and effectiveness of a flipped classroom were conducted at an undergraduate level. There were very few studies conducted at a K-12 level to show the effectiveness of a flipped classroom. The article also noted that only four studies were conducted on flipped classrooms at the graduate level. The impact on the classroom was negative in some cases, and positive in others. The flipped classrooms in the different studies used multi-modal activities to engage the students. There were projects to be completed, hands-on approaches, and whole class discussions. Because the flipped classrooms demand more from students, schools have had to redesign the environment and curriculum to fulfill the needs of the students and teachers. The flipped classroom model had implications for teachers, too. Teachers had to become more discerning when choosing curriculum and activities for the classroom. The studies also showed that students needed to be more self-motivated to be successful in the flipped classroom. The main concern of the article was that there are very few studies to show the effectiveness and the impact that a flipped classroom has on students at a high school level. Most of the studies were conducted at the college level, and the results showed a slight positive effect on student learning. The article discussed the implications that with so few studies, the impact was inconclusive. The studies that have been conducted on the flipped classroom only compared flipped classrooms to traditional lecture-based classrooms. They were not compared to other types of blended learning classrooms, nor were there many that show the effectiveness on younger learners. These would be some foundations for future studies. Video: https://www.youtube.com/watch?v=Df4CZNLvpHw Which Students Benefit Most? Highly Motivated Students Studies found that there were certain groups of students that could, especially, receive more help through the flipped classroom model. Students in upper levels of education (high school and above) were more likely able to take on the responsibility of work that needed to be done outside of class. Although, small doses of flipped inclusion were found to be encouraged at the elementary level. Research also found that students without parent support, highly motivated students, and students with disabilities could use the flipped method to their advantage. One study explored the characteristics of the students who were the most successful and benefited from a flipped classroom approach to acquiring a new language. The study was conducted on a seven-week class and used four data tools to measure the impact of student personalities on how effective the flipped classroom model is for students. 85 students participated and were observed and evaluated. Questionnaires were also conducted at the beginning of the study to determine motivation, beliefs students had about learning, and family influences as to the importance of learning a new language, and whether gender was a factor in determining the flipped classroom model benefits on students. The study concluded that students with high motivation to learn, benefited the most from a flipped classroom model. The students that scored higher on the motivation and beliefs surveys, were the most successful in the flipped classroom model. According to the article, “…the indirect effect of instrumentality (promotion)…was positive and significant” (Chuang, H., Weng, C., & Chen, C., 2016). The study also concluded that motivation was a high factor in determining which students are the most successful in the flipped classroom model. When families encouraged students to acquire new languages using the flipped classroom approach, students benefitted more than those who had little support from their families at home. According to the study, gender had an insignificant role in determining the type of student who benefits from a flipped classroom. There were inconsistencies that needed further study as a result of this study. For example, students who had positive promotion at home, and were able to easily access materials at home, did poorly on quizzes. The students were motivated to do well, and received positive support from home, but they were scoring poorly on the quizzes. This study was also conducted on a smaller sample size of 85 students and utilizing only one setting of language acquisition. To determine which students benefit from a flipped classroom in a language acquisition environment, more studies might need to be conducted to compare students in different places around the world and acquiring different new languages. Students without Help at Home Students who do not have help, from parents, at home were also more successful within the flipped classroom. Many parents work odd shifts, are busy, or may not have the comprehension or understanding to help their child with homework assignments. However, in the flipped model students are only reading or watching lectures. They will be taking in information and not expected to complete a project. Students with Learning Disabilities Some studies found that “students that struggle get the most help” (Altemueller & Lindquist, 2017). One study, conducted in the UK, followed 400 students with learning disabilities. These students were given tablets that included software such as text to speech, calculator voice, and concept maps creator. The students could learn and become more acquainted with new information before entering the classroom. Student surveys showed that the students felt “less stigmatized” (Altemueller & Lindquist, 2017) and able to work more closely to the same level as others.
Compare and Contrast of Studies Indications through many studies indicated that the results were inconclusive as to the effect of flipped classrooms effect on student learning and success. As with many classroom models, the flipped classroom model works for highly motivated students who can work independently on out of classroom work to increase their knowledge base. According to the meta-analysis conducted by Cheng et al., “Many studies have been conducted to examine the effects of flipped classroom on student learning outcomes compared to the traditional classroom, but the results were inconclusive” (Cheng, L., et al., 2018). There were many factors that determined the successful implementation of a flipped classroom model. These factors included teacher engagement, student engagement, student motivation, family support for the students, and support for the teacher to implement the model in a new setting. In many of the studies, teachers felt overwhelmed with the expectations of teaching a flipped classroom. For the teacher, it takes a complete redesign of the curriculum, classroom environment, and delivery of instruction and projects. Many of the students that were studied needed assistance at the same time, and the teacher could not assist all students as effectively as needed. Other teachers maintained that they were able to successfully implement the flipped classroom model. Conclusion & Implications Research has shown that the flipped classroom is a method that should be considered for today’s learning environment. It is worth consideration by educators because: • It can provide equal learning opportunities to every student through differentiated techniques. • It allows for active learning and interaction between students and teachers. • It allows students to go deeper into learning, and discussion, during class. • It engages students. • It encourages self-motivated learning in students. • And more… All of these items are greatly needed in today’s classrooms. The flipped classroom is an “active, student-centered approach” created to “increase the quality of period within the class” (Ozdamli & Asiksoy, 2016). Today, there is an ever-increasing amount of requirements and expectations that are placed on students and teachers. Any increase in “quality” in the time that is available should be utilized. The flipped classroom allows for that increase in quality. Teachers have more time to work with students and build relationships. They are able to observe student understanding and learning development through activities completed during class instead of at home. Any educator should be glad to improve their quality of instruction and strive for better use of time in the classroom. Research Limitations In any type of research, limitations can be found. Hard data can be difficult to find to support the flipped classroom model. Most research tend to be based on survey that displayed student and teacher emotions rather than actual test scores. Many parts of the entire learning experience may also be overlooked. One study, conducted by Jensen, Kummer, and Godoy found that only active learning that takes place as part of the flipped classroom could be creating positive result instead of the actual flipped classroom method. They set up a comparative quasi-experimental design. A section of a course was set up as a control group. Both classes had the same instructor, were back to back at the same time of day, included the same textbook and course material, and included students at the same academic level. The only difference was that one course was flipped and the other was non-flipped. The same content was included in both classes and homework was measured the same in grading. Unit exams, homework assignments, and final exams were examined. Researchers found that there was no difference in test scores or student attitudes about the course. They found that active learning was the key part in learning. However, they also mentioned that the research was done on a small demographic and should be conducted on more courses and students before conclusions could be made. Plans for Future Research According to research, the demand to develop students with 21st century essential skill set is growing rapidly, therefore, it is vital for schools to adopt a method such as the flipped classroom that integrates technology with instruction. The flipped classroom approach appears to have gained popularity since 2007 (Ozdamli &Asiksov, 2016). Since flipped classrooms have not been around for a long time, further research is needed to test its exact effectiveness. The research findings have been mixed through the examining of case studies, quasi-experimental, and experimental methods. When comparing classrooms that use flipped classrooms to traditional classrooms some research demonstrated a slight increase in student achievement, while others found that there was no substantial increase. Some researchers believe that more data is needed to show an increase in students’ cognitive developmental ability when taught in a flipped classroom environment. Ozdamli and Askiksov (2016) believe that to expand flipped classrooms in educational institutions, the approach must be cognitively and practically presented. Schmidt and Ralph (2016) conclude that as more data is available to support the improved learning and student engagement, more teachers will be more willing to implement the flipped classroom. In a quasi-experimental design, it was found that there was no significant increase in student achievement and it is believed that this resulted from there being no difference in the flipped classroom active learning style and the non-flipped classroom’s active learning style (Jensen et al., 2015). Other studies had similar results and suggest that future studies should ensure that when conducting experiments of flipped classrooms versus non-flipped classroom on student academic achievement, the mechanisms should be the same in both environments. Researchers agree that plans for further research on the usefulness of flipped classrooms is necessary. Some of the studies conducted were over a semester or a few months, therefore, it is recommended that future studies explore the length of time spent in a flipped classroom environment. Also, it is recommended that studies need to be conducted to determine if the flipped classroom is more effective in one subject area versus another. Final Exam 1. Which students does the flipped classroom method NOT help most? A. The highly-motivated student B. The lowly-motivated student C. Students with disabilities D. Students without parents at home 2. The flipped classroom teacher is a “guide on the side.” TRUE or FALSE 3. Teachers who are “flipping” their classroom should: A. Plan ahead B. Work with others C. Consider the content in their curriculum D. All of the above 4. Which is not an advantage of the flipped classroom? A. Increased interaction B. Possibility of equal learning C. More lecture time D. More time for hands-on learning 5. In the flipped classroom content is provided after class. TRUE or FALSE References Altemueller, L., & Lindquist, C. (2017). Flipped classroom instruction for inclusive learning. British Journal of Special Education,44(3). Beezhold, Abigail. (2018, December). Effects of a Flipped Classroom.[Video File]. Retrieved from https://www.youtube.com/watch?time_continue=13&v=Df4CZNLvpHw Bergmann, J., & Sams, A. (2014). The Flipped Classroom. Christian School Education, 17(3), 24-27. Bonk, C. (2009). The world is open: How web technology is revolutionizing education. CA: Jossey-Bass. ISBN: 9780470461303. (Higher Education). Burgoyne, S., & Eaton, J. (2018). The partially flipped classroom: The effects of flipping a module on “junk science” in a large methods course. Teaching of Psychology. Vol 45(2). Retrieved from https://journals-sagepub-com.ezproxy.liberty.edu/doi/pdf/10.1177/0098628318762894 Cabı, E. (2018). 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English Language Teaching, 11(11), 92. doi:10.5539/elt.v11n11p92 Gilboy, M., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior. Vol 47(1), 109-114. Gomez-Lanier, L. (2018). Building Collaboration in the Flipped Classroom: A Case Study. International Journal for the Scholarship of Teaching and Learning, 12(2). doi:10.20429/ijsotl.2018.120207 Jensen, T., Kummer,A., & Godoy, P. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. Life Sciences Education. Vol 14(1). Kashada, Abubaker, et al. (2017). “Adoption of Flipped Classrooms in K-12 Education in Developing Countries: Challenges and Obstacles.” International Journal of Emerging Technologies in Learning, vol. 12(10), p.147-159. doi:10.3991/ijet.v12i10.7308. Ozdamli, F. & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues. Vol 8(2), 98-105. Schmidt, S. & Ralph, D. (2016). The flipped classroom: a twist on teaching. Contemporary Issues In Education Research. Vol 9(1). Suo, J., & Hou, X. (2017). A Study on the Motivational Strategies in College English Flipped Classroom. English Language Teaching, 10(5), 62. doi:10.5539/elt.v10n5p62