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ERIC Number: EJ1144133
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1936-346X
EISSN: N/A
Flipping the Classroom: An Empirical Study Examining Student Learning
Sparks, Roland J.
Journal of Learning in Higher Education, v9 n2 p65-70 Fall 2013
Flipping the classroom is the latest reported teaching technique to improve student learning at all levels. Prior studies showed significant increases in learning by employing this technique. However, an examination of the previous studies indicates significant flaws in the testing procedure controls. Moreover, most studies were based on anecdotal observations and not quantitative methods of analysis. This studied examined the true learning improvements attributed to the flipped classroom method. The results indicate that flipping the classroom did improve the test scores for 14% of the students and 88% of the students self-reported that the flipped classroom resulted in more effective learning. However, overall class test scores did not support that flipping the classroom improved the entire class. In fact, 81.5% of the students showed no significant improvement and 3.7% showed lower test scores using the flipped classroom method. The flipped classroom does have the benefit of increasing time on task for the student by using technology to increase learning time outside the classroom. However, this technique is only effective because students spend more time learning the material. Any method that gives more time to learn the material will result in increased learning. The true value of the flipped classroom appears to be not in the method but in the use of technology to increase the time students spend learning. A bibliography is included.
JW Press. P.O. Box 49, Martin, TN 38237. Tel: 731-587-4010; Fax: 731-588-0701; Web site: http://JWPress.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A