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ERIC Number: EJ1090710
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2153-2974
The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers' Perspectives and Achievement
Fraga, Lucretia M.; Harmon, Janis
Journal of Digital Learning in Teacher Education, v31 n1 p18-27 2014
One teaching style gaining popularity is the flipped classroom model of instruction. In this model, what generally occurs during class time, such as lectures and demonstrations, occurs at home, and assignments typically completed out of class occur during class. Currently, there is a dearth of research about the effectiveness of this instructional model. Therefore, to contribute to this line of research on the flipped classroom model of instruction, this study investigated preservice teachers' perspectives of the flipped classroom model and examined the impact of the model on student achievement. While we found no significant differences between the flipped model and the traditional model in terms of academic achievement, we found different factors that may influence the effectiveness of this teaching model.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A