Flipped classrooms serve as a new pedagogical approach for teaching and learning, which involves switching from the traditional teacher-centred academic agenda. Unlike the traditional classroom model, the flipped classroom enables students to understand the lesson better while learning at their own pace and enhancing their communication skills…

The purpose of this qualitative descriptive study was to examine how Hispanic/Latinx ESL students describe their engagement and overcome learning challenges in higher education flipped classrooms. After completing a questionnaire, 12 participants from a community college and university in southern California described their experiences in a…

A common concern of faculty members is student evaluations of teaching scores. Many factors influence student evaluations of teaching including how the course is designed. This study investigated student evaluations of teaching across three pedagogical techniques: the traditional lecture (where lectures were not recorded), recorded lectures, and a…

As advanced technology increasingly infiltrated into classroom, the flipped classroom has come to light in secondary educational settings. The flipped classroom is a new instructional approach that intends to flip the traditional teacher-centered classroom into student centered. The purpose of this research is to investigate the impact of the…

This Research-to-Practice paper, a work-in-progress, describes work supported by the First in the World program at three different universities in California. A consortium of three California State Universities (CSUs)- San Jose´ State University, California State University- Los Angeles, and Cal Poly Pomona - have a four-year grant from the U.S…

San José State University, in partnership with California State University-Los Angeles and Cal Poly Pomona, was awarded a prestigious 2015 First in the World grant, sponsored by the Department of Education. The multi-campus effort is focused on bringing the flipped classroom model to seven STEM gateway courses over three years that have high…

In the face of mounting evidence revealing active learning approaches result in improved student learning outcomes compared to traditional passive lecturing, there is a growing need to change the way instructors teach large introductory science courses. However, a large proportion of STEM faculty continues to use traditional instructor-centered…

Student academic achievement is of prime concern in the American education system because academic success (i.e. achievement) has been shown to be a predictor of success in later life and is crystallized in the United States Department of Education's mission statement "...to promote student achievement and preparation for global…

Flipped classrooms have the potential to improve student learning and metacognitive skills as a result of increased time for active learning and group work and student control over pacing, when compared with traditional lecture-based courses. We are currently running a 4-year controlled study to examine the impact of flipping an Introductory…

Scholars and practitioners have reported the positive outcomes of a flipped, or inverted, approach to instruction (Baker, 2000; Lage, Platt, & Treglia, 2000; Bergmann, 2011; Wright, 2011; Pearson, 2012; Butt, 2012; Bates, 2012). While many of the reports are anecdotal, the sheer number of instructors that have reported successful…

The objective of this action research project was to better understand the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of students enrolled in the researcher's class. Data was collected in the form of classroom observations,…

These proceedings contain the papers of the 13th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2016), October 28-30, 2016, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by the University of Mannheim, Germany, and endorsed by the…

Flipped instruction--the replacement of traditional in-class lecture with at-home, multimedia instruction--continues to grow in popularity. The existing evidence to support its effectiveness in K-12 science classrooms lacks substantial quantitative data to warrant such an enthusiastic embrace. The objective of this study was to clarify the…

To engage students in a more meaningful discussion of course material and prompt their higher thinking skills, most instructors expect students to read the course textbook for initial exposure to the course content before class. However, as many instructors are aware, most students do not read their textbook throughout the quarter. At California…

Our study describes student outcomes from an undergraduate chemistry course that implemented a flipped format: a pedagogical model that consists of students watching recorded video lectures outside of the classroom and engaging in problem solving activities during class. We investigated whether (1) interest, study skills, and attendance as…