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ERIC Number: EJ1152089
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1933-4850
An Engaging, yet Failed Flip
Krahenbuhl, Kevin S.
InSight: A Journal of Scholarly Teaching, v12 p132-144 2017
The flipped classroom is growing significantly as a model of learning in higher education. However, there are ample problems with the research on flipped classrooms, including where success is often defined by student perceptions and a lack of consistent, empirical research supporting improved academic learning. This quasi-experimental study describes a semester-long comparison of two of the same courses taught by the same instructor utilizing a primarily didactic lecture approach and a flipped classroom approach. The experiment found results in which students in the didactic lecture class had significantly higher end-of-course scores than those in the flipped classroom; however, with regards to a document-based analytic essay question there was no statistically significant difference.
Park University, Center for Excellence in Teaching and Learning. 8700 NW River Park Drive, Parkville, MO 64152. Tel: 816-584-6770; Fax: 308-224-3493; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A