ERIC Number: EJ1091478
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Turning the Classroom Upside Down: Experimenting with the Flipped Classroom in American Government
Whitman Cobb, Wendy N.
Journal of Political Science Education, v12 n1 p1-14 2016
With the concept of the flipped classroom taking the teaching world by storm, research into its effectiveness, particularly in higher education, has been lacking. This research aims to rectify this by detailing the results of an experiment comparing student success in American Federal Government in a flipped classroom, a traditional, lecture-based classroom, and an online class. The findings suggest that the flipped methodology improves student perceptions about and attitudes regarding the class, both of which can be important in stimulating student learning. While all groups demonstrated a significant increase in performance over the semester, student grades were higher in both the traditional and flipped classes as compared to the online section.
Descriptors: Classroom Techniques, United States Government (Course), Teaching Methods, Experimental Teaching, Instructional Effectiveness, Lecture Method, Conventional Instruction, Electronic Learning, Intermode Differences, Achievement Gains, Student Attitudes, Pretests Posttests, Student Surveys
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A