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ERIC Number: EJ1048614
Record Type: Journal
Publication Date: 2015-Jan
Pages: 25
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1093-023X
Do Students Learn More from a Flip? An Exploration of the Efficacy of Flipped and Traditional Lessons
DeSantis, Joshua; Van Curen, Rebecca; Putsch, Jake; Metzger, Justin
Journal of Interactive Learning Research, v26 n1 p39-63 Jan 2015
Flipped lesson planning, as popularized by Bergman & Sams (2012a), has been viewed by many as a revolutionary pedagogy, tailor-made for the twenty-first century classroom. Enthusiasm for flipped lesson planning has out-paced the collection of data that might determine its effectiveness. This paper presents the results of a study that compared the learning outcomes of students who learned a geometry concept from a flipped lesson to students who learn the same concept from a traditionally taught lesson. It also compared students' perceptions of their own learning following a flipped lesson and traditionally taught lesson. Data collected during this study showed no significant differences in the learning outcomes of students who participated in a flipped lesson and students who learned in a traditionally taught lesson. Students who participated in the traditional lesson reported significantly higher satisfaction with their own learning than students who participated in the flipped lesson. These results indicate the complexity of the flipped lesson paradigm invite might invite more research aimed at determining the efficacy of flipped lesson planning in other contexts.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools; Grade 10; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland