This paper reviews literature regarding the benefits of the flipped classroom (FC), both for ‘in-classroom’ and ‘out-of-classroom’ activities, how they are evaluated for effectiveness and the types of methodological approaches used. It is an exciting paper in that it considered scientific as well as sociological flipped academic subjects (a requirement for my interdisciplinary work). It starts by defining flipped learning, goes on to describe the theoretical framework around which flipped learning is structured and discusses different approaches to flipped learning (all early knowledge requirements for me to build the foundations of my work). The article goes on to review twenty-four papers which report on flipped learning but only one of which reviews student learning across a semester. The review paper finishes by explaining in order to really understand the learning gain and effectiveness of flipped learning, a case-control or time series type approach is required, and that to date, there have been no studies that have really achieved this.
Not being an expert in flipped learning, this review paper gave an insight into different approaches of flipped learning and the range of methods used to evaluate it. It is an accessible paper which has been an inspiration for the development of my own methodology (e.g. provision of out-of-class activities such as the videos I intend to make and evaluate in terms of learning effectiveness).
Please find my poster at the link below.