NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1092703
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1935-7869
The Perceived Effects of Flipped Teaching on Knowledge Acquisition
Newman, Galen; Kim, Jun-Hyun; Lee, Ryun Jung; Brown, Brandy A.; Huston, Sharon
Journal of Effective Teaching, v16 n1 p52-71 2016
Increased demands for technological integration in higher education have resulted in new forms of course instruction. Under a flipped approach, students learn course materials outside the classroom while active learning methods are employed inside. This study focuses on the perceived effects of flipped instruction on knowledge acquisition in undergraduate students using information communication, accessibility, stimulation, interaction, and accumulation as measures. Undergraduate students indicated positive effects of flipped teaching and students' perceived learning improved as time spent using learning management systems increased. While knowledge acquisition tended to increase in most students, technological incompatibilities prevented the flipped approach from being fully accepted.
Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A