Abstract
In the flipped classroom (FC) students view pre-recorded lectures or complete pre-class assignments to learn foundational concepts. Class time involves problem-solving and application activities that cultivate higher-level cognitive skills. A systematic, analytical literature review was conducted to explore the FC’s current state of the science within higher education. Examination of this model’s definition and measures of student performance, student and faculty perceptions revealed an ill-defined educational approach. Few studies confirmed FC effectiveness; many lacked rigorous design, randomized samples, or control of extraneous variables. Few researchers conducted longitudinal studies to determine sufficiently trends related to FC practice. This study proves relevant to nurse educators transitioning from traditional teaching paradigms to learner-centered models, and provides insight from faculty teaching across disciplines around the world. It reveals pertinent findings and identifies current knowledge gaps that call for further inquiry.
References
Anderson, L., Krathwohl, D., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P., & Wittrock, M. (2000). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of educational objectives. New York: NY: Pearson, Allyn & Bacon.Search in Google Scholar
Bates, S., & Galloway, R. (2012). The inverted classroom in a large enrollment introductory physics course: a case study. Proceedings of the HEA STEM Learning and Teaching Conference. http://dx.doi.org/10.11120/stem.hea.2012.071Search in Google Scholar
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. Stanford, CA: Jossey-Bass.Search in Google Scholar
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Eugene, OR: International Society for Technology in Education.Search in Google Scholar
Berrett, D. (2012, February 19). How ’flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, 12, 1–14.Search in Google Scholar
Bishop, J., & Verleger, M. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings. Atlanta, GA: American Society for Engineering Education.Search in Google Scholar
Bland, L. (2006, June). Applying flip/inverted classroom model in electrical engineering to establish lifelong learning. Paper presented at the American Society for Engineering Education, Chicago, IL.Search in Google Scholar
Bligh, D. (1998). What’s the use of lectures? (5th ed.). Exeter: Intellect.Search in Google Scholar
Brown, A. (2012). A phenomenological study of undergraduate instructors using the inverted or flipped classroom model (Doctoral dissertation). Available from ProQuest Digital Dissertations.Search in Google Scholar
Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation6(1), 33–43.Search in Google Scholar
Cobb, P., Confrey, J., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher32(1), 9–13.10.3102/0013189X032001009Search in Google Scholar
Crews, T., & Butterfield, J. B. (2014). Data for flipped classroom design: Using student feedback to identify the best components from online and face-to-face classes. Higher Education Studies4(3), 38.10.5539/hes.v4n3p38Search in Google Scholar
Critz, C., & Knight, D. (2013). Using the flipped classroom in graduate nursing education. Nurse Educator38(5), 201–213. Retrieved from http://dx.doi.org/10.1097/NNE.0b013e3182a0e56aSearch in Google Scholar PubMed
Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61, 563–580. Retrieved from http://dx.doi.org/10.1007/s11423-013-9305-6Search in Google Scholar
Day, J., & Foley, J. (2006). Evaluating a web lecture intervention in a human-computer interaction course. IEEE Transactions on Education49(4), 420–431.10.1109/TE.2006.879792Search in Google Scholar
Deslauriers, L., Schlelew, E., & Wieman, C. (2011). Improve learning in a large-enrollment physics class. Science332, 862–864.10.1126/science.1201783Search in Google Scholar PubMed
Deslauriers, L., & Wieman, C. (2011). Learning and retention of quantum concepts with different teaching methods. Physical Review Special Topics, 7, 1–6. Retrieved from http://dx.doi.org/10.1103/PhysRevSTPER.7.010101Search in Google Scholar
Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends57(6), 14–27.10.1007/s11528-013-0698-1Search in Google Scholar
Facione, N., Facione, P., & Sanchez, C. (1994). Critical thinking disposition as a measure of competent clinical judgment: The development of the California Critical Thinking Disposition Inventory. Journal of Nursing Education33(8), 345–350.10.3928/0148-4834-19941001-05Search in Google Scholar PubMed
Ferreri, S., & O’Connor, S. (2013, February 12). Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education77(1). Retrieved from http://dx.doi.org/10.5688/alpe77113Search in Google Scholar
Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the lecture/homework paradigm using eTEACH web-based streaming video software. Journal of Engineering Education91(3), 267–274.10.1002/j.2168-9830.2002.tb00703.xSearch in Google Scholar
Franciszkowicz, M. (2008). Video-based additional instruction. Journal of the Research Center for Educational Technology4(2), 5–14. Retrieved from www.rcetj.orgSearch in Google Scholar
Freed, P., Bertram, J., & McLaughlin, D. (2014). Using lecture capture: A qualitative study of nursing. Nurse Education Today, 34, 598–602. Retrieved from http://dx.doi.org/10.1016/j.nedt.2013.06.021Search in Google Scholar PubMed
Frydenberg, M. (2012). Flipping excel. 2012Proceedings of the information systems education conference, New Orleans, LA., 29, 1–11. Retrieved from http://www.altp-edsig.orgSearch in Google Scholar
Galway, L., Corbett, K., Takaro, T., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education14(181), 1–9. Retrieved from http://www.biomedcentral.com/1472-6920/14/18110.1186/1472-6920-14-181Search in Google Scholar PubMed PubMed Central
Gannod, G., Burge, J., & Helmick, M. (2008). Using the inverted classroom to teach software engineering (777–786). Proceedings of the 30th International Conference on Software Engineering (ICSE ’08). Leipzig, Germany. New York, NY: ACM.Search in Google Scholar
Gaughan, J. (2014). The flipped classroom in world history. The History Teacher47(2), 221–244.Search in Google Scholar
Geist, M., Larimore, D., Rawiszer, H., & Al Sager, A. (2015). Flipped versus traditional instruction and achievement in a baccalaureate nursing pharmacology course. Nursing Education Perspectives36(2), 114–115.10.5480/13-1292Search in Google Scholar PubMed
Gernstein, J. (2013). Flipped classrooms: The full picture for higher education. Retrieved from www.usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/.Search in Google Scholar
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). The flipped learning model: A white paper based on the literature review titled a review of flipped learning [White paper). New Jersey: NJ: Pearson.Search in Google Scholar
Holbrook, J., & Dupont, C. (2011). Making the decision to provide enhanced podcasts to post-secondary science students. Journal of Science Education and Technology, 20(3), 233–245. Retrieved from http://dx.doi.org/10.1007/s10956-010-9248-1Search in Google Scholar
Institute of Medicine. (2011). The future of nursing: Leading change, advancing health [Report). Washington, DC: National Academy Press.Search in Google Scholar
Ivala, E., Thiart, A., & Gachago, D. (2013). A lecturer’s perception of the adoption of the inverted classroom or flipped method of curriculum delivery in a hydrology course, in a resource poor university of technology. In Proceedings of the 8th International Conference on e-Learning: ICEL 2013, 207 Academic Conferences Limited.Search in Google Scholar
Jump, L. (2013). Flipping the classroom’: A Theoretical and practical exploration. Journal of Learning and Teaching4, 8.10.21100/compass.v4i8.99Search in Google Scholar
Kadry, S., & El Hami, A. (2014). Flipped classroom: Model in Calculus II. Education 20144(4), 103–107. Retrieved from http://dx.doi.org/10.5923/j.edu.20140404.04Search in Google Scholar
Lage, M., Platt, G., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education31, 30–43.10.1080/00220480009596759Search in Google Scholar
Love, B., Hodge, A., Grandgenett, N., & Swift, A. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology45(3), 317–324. Retrieved from http://dx.doi.org/10.1080/0020739X.2013.822582Search in Google Scholar
McDonald, K., & Smith, C. (2013). The flipped classroom for professional development: Part 1. Benefits and strategies. The Journal of Continuing Education in Nursing44(10), 437–438.10.3928/00220124-20130925-19Search in Google Scholar PubMed
McKagan, S., & Wieman, C. (2006). Exploring students understanding of energy through the Quantum Mechanics Conceptual Survey. Physics Education Research Conference Proceeding 2005.10.1063/1.2177024Search in Google Scholar
McLaughlin, J., Roth, M., Glatt, D., Gharkholonarehe, N., Davidson, C., Griffin, L., & Mumper, R. (2014). The flipped classroom: A course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89(2), 1–8. Retrieved from http://dx.doi.org/10.10971ACM.0000000000000086Search in Google Scholar
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education52(10), 597–599. Retrieved from http://dx.doi.org/10.3928/01484834-20130919-03Search in Google Scholar PubMed
Moravec, M., Williams, A., Aguilar-Roca, N., & O’Dowd, D. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education9(4), 473–481. Retrieved from http://dx.doi.org/10.1187/cbe.10-04-0063Search in Google Scholar PubMed PubMed Central
Papadopoulos, C., Santiago-Roman, A., & Portela, G. (2010). Implementing an inverted classroom model in engineering statics: Initial results. Proceedings of the ASEE Annual Conference & Exposition (pp. -). Louisville, KY. Retrieved from http://search.asee.org/search/fetch?url=file%3A%2F%2Flocalhost%2FE%3A%2Fsearch%2Fconference%2F32%2FAC%25202010Full1868.pdf&index=conference_10.18260/1-2--16768Search in Google Scholar
Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “Flipped Classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education76(10). Retrieved from http://dx.doi.org/10.5688/ajpe7610196Search in Google Scholar PubMed PubMed Central
Prunuske, A., Batzli, J., Howell, E., & Miller, S. (2012). Using online lectures to make time for active learning. Genetics192(1), 67–72. Retrieved from http://dx.doi.org/10.1534/genetics.112.141754Search in Google Scholar PubMed PubMed Central
Ruddick, K.. (2012). Improving chemical education from high school to college using a more hands-on approach (Doctoral dissertation). Available from ProQuest Digital Dissertations.Search in Google Scholar
Schneider, C. (2012). Where completion goes awry: The metrics for “success” mask mounting problems with quality. Liberal Education98(1), 2–5.Search in Google Scholar
Schwartz, T. (2014). Flipping the statistics classroom in nursing education. Journal of Nursing Education53(4), 199–206. Retrieved from http://dx.doi.org/10.3928/0148434-20140325-02Search in Google Scholar
Steltzer, T., Brookes, D., Gladding, G., & Mestre, J. (2010). Impact of multimedia learning modules on an introductory course on electricity and magnetism. American Journal of Physics78(7), 755–759.10.1119/1.3369920Search in Google Scholar
Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research15, 171–193. Retrieved from http://dx.doi.org/10.1007/s10984-012-9108-4Search in Google Scholar
Talley, C., & Scherer, S. (2013). The enhanced flipped classroom: Increasing academic performance with student-recorded lectures and practice testing in a “Flipped” STEM Course. The Journal of Negro Education82(3), 339–347.10.7709/jnegroeducation.82.3.0339Search in Google Scholar
Tan, E., & Pearce, N. (2011). Open education videos in the classroom: exploring the opportunities and barriers to the use of YouTube in teaching introductory sociology. Retrieved from http://dx.doi.org/10.3402/rlt.v19s1/778310.3402/rlt.v19s1/7783Search in Google Scholar
Toto, R., & Nguyen, H. (2009). Flipping the work design in an industrial engineering course. In 39th ASEE/IEEE Frontiers in Education Conference (pp. 1–4).10.1109/FIE.2009.5350529Search in Google Scholar
Traphagan, T., Kucsera, J., & Kishi, K. (2010). Impact of class lecture webcasting on attendance. Education Technology Research and Development58, 19–37. Retrieved from http://dx.doi.org/10.1007/s11423-009-9128-7Search in Google Scholar
Tune, J., Sturek, M., & Basile, D. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education37(4), 316–320. Retrieved from http://dx.doi.org/10.1152/advan.00091.2013Search in Google Scholar PubMed
Watson, G., & Glaser, E. (1980). Watson-Glaser critical thinking appraisal: Form A and B. San Antonio: PsychCorp.Search in Google Scholar
Whittemore, R., & Knafl, K. (2005). The integrative review: Update methodology. Journal of Advanced Nursing52(5), 546–553.10.1111/j.1365-2648.2005.03621.xSearch in Google Scholar PubMed
Wilson, S. (2013). The flipped class: A method to address the challenges of an undergraduate statistics course. Teaching of Psychology40(3), 193–199. Retrieved from http://dx.doi.org/10.1177/0098628313487461Search in Google Scholar
Zappe, S., Lieicht, R., Messner, J., Litzinger, T., & Lee, H. (2009). “Flipping” the classroom to explore active learning in a large undergraduate course. In Proceedings, American Society for Engineering Education Annual Conference & Exposition.10.18260/1-2--4545Search in Google Scholar
©2015 by De Gruyter
