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Research papers on The flipped classroom

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  1. The Flipped Classroom: A Survey of the Research

    Jacob Bishop, Matthew Verleger · 2020 · 2,404 citations

    Recent advances in technology and in ideology have unlocked entirely new directions for education research. Mounting pressure from increasing tuition costs and free, online course offerings is opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this discussion. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible-active, problem-based learning activities founded upon a constructivist ideology and instructio

  3. Flipped classroom improves student learning in health professions education: a meta-analysis

    Khe Foon Hew, Chung Kwan Lo · 2018 · BMC Medical Education · 1,223 citations

    BACKGROUND: The use of flipped classroom approach has become increasingly popular in health professions education. However, no meta-analysis has been published that specifically examines the effect of flipped classroom versus traditional classroom on student learning. This study examined the findings of comparative articles through a meta-analysis in order to summarize the overall effects of teaching with the flipped classroom approach. We focused specifically on a set of flipped classroom studies in which pre-recorded videos were provided before face-to-face class meetings. These comparative articles focused on health care professionals including medical students, residents, doctors, nurses

  4. Effects of the flipped classroom instructional strategy on students’ learning outcomes: a meta-analysis

    Li Cheng, Albert D. Ritzhaupt, Pavlo Antonenko · 2018 · Educational Technology Research and Development · 1,164 citations

    Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecture-based course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors fl

  5. Teaching Tip: The Flipped Classroom.

    Heng Ngee Mok · 2014 · Singapore Management University Institutional Knowledge (InK) (Singapore Management University) · 802 citations

    1. INTRODUCTION In a traditional instructor-centered classroom, the teacher lectures during class time and gives students homework to be done after class. In a flipped, or inverted, classroom, things are done the other way round: the teacher delivers lectures before class in the form of pre-recorded videos, and spends class time engaging students in learning activities that involve collaboration and interaction. Passive learning activities such as unidirectional lectures are pushed to outside class hours, to be replaced with active learning activities in class. The term inverted appeared in the literature as early as 2000 (Lage, Platt and Treglia, 2000) and was made popular by Chemistry te

  6. Flipping the classroom for English language learners to foster active learning

    Hsiu‐Ting Hung · 2014 · Computer Assisted Language Learning · 781 citations

    This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners’ academic performance, learning attitudes, and participation levels. Adopting a quasi-experimental design, three different formats for flip teaching were developed in this study. The results indicate that the structured and semi-structured flip lessons were more effective instructional designs than the non-flip lessons. With a varying extent, both the structured and semi-structured flip lessons helped the students attain better learning outcom

  8. Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis

    David C.D. van Alten, Chris Phielix, Jeroen Janssen, et al. · 2019 · Educational Research Review · 532 citations

    In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped classrooms, we conducted meta-analyses that included 114 studies which compared flipped and non-flipped classrooms in secondary and postsecondary education. We found a small positive effect on learning outcomes, but no effect was found on student satisfaction regarding the learning environment. In addition, we found considerable heterogeneity between studies. Moderator analyses showed that students in flipped classrooms achieve higher learning outcomes when the face-to-face class time was not reduced comp

  10. The Effect of Flipped Classroom Strategy on Students Learning Outcomes

    Malek Jdaitawi · 2019 · International Journal of Instruction · 145 citations

    The purpose of this study is to examine the effects of the flipped classroom strategy to preparatory year instruction on student's self-regulation and social connectedness. A quasi-experimental pre-post-test design conducted with 160 university students enrolled in three educational tracks (health, engineering and science). The students were divided into two groups: an experimental flipped classroom group and a control group. Experimental group was taught via flipped classroom, while the control group taught via traditional strategy. The levels of self-regulation and social connectedness were measured through questionnaire at the beginning and the end of the classes. The results based on ANO

  11. Self-regulated learning: the effect on medical student learning outcomes in a flipped classroom environment

    Binbin Zheng, Yining Zhang · 2020 · BMC Medical Education · 126 citations

    BACKGROUND: The flipped-classroom model is increasingly being adopted in competency-based medical education. However, it poses a major challenge to students who have not mastered self-regulated learning strategies. This study explores which self-regulated learning skills affect student learning performance in the first 2 years of medical school at a university in the midwestern United States. METHODS: Survey data were used to assess how 146 first- and second-year medical students' use of self-regulated learning strategies affected their performance on standardized tests. RESULTS: Based on the results of regression analysis and content analysis, it was found that the use of peer learning and

  12. Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom

    Jenna R Van Sickle · 2016 · Journal of the Scholarship of Teaching and Learning · 34 citations

    In a college algebra course that used flipped/inverted pedagogy, students achieved learning outcomes at a significantly higher rate, as evidenced by results on the final exam. At the same time, student perception on a number of measures decreased significantly, including how interested students were in the course and whether the instructor effectively facilitated learning. This article will draw on a variety of research to suggest reasons for these discrepancies and possible solutions to help improve student perception in learner-centered instruction.

  13. Efficacy of Flipped Classroom Models in English Language Teaching: Investigating the Impact of Flipped Classroom Strategies on Student Motivation, Engagement, and Learning Outcomes

    Rowena Maeve O'Malley, William Blakeley-Jones, Isadora Grace Vasquez, et al. · 2023 · Research Studies in English Language Teaching and Learning · 1 citations

    This quantitative research paper demonstrates the potential of flipped classroom models as an effective approach in English language teaching. The study's findings highlight the significant impact of flipped classroom strategies on student motivation, engagement, and the development of crucial language skills, including critical thinking, reading, and writing. By fostering an environment that encourages autonomy, self-directed learning, collaboration, and active learning, flipped classrooms can greatly enhance the overall learning experience and outcomes for English language learners. The comparison between the experimental and control groups reveals the advantages of implementing flipped cl

  14. Improving Student Learning Outcomes Using the Flipped Classroom Learning Model

    Nova Khairani, Indayana Febriani Tanjung, Rohani · 2022 · Islamic Journal of Integrated Science Education (IJISE) · 1 citations

    This study aims to determine the effect of the Flipped Classroom learning model on student learning outcomes on Environmental Pollution material in Al-Hijrah Integrated Islamic Junior High School Medan. This research is a quantitative research (quasi-experimental). The population in this study were all class VII IT Al-Hijrah Junior High School Medan, totaling 94 students. The sample taken in this study was random sampling consisting of two classes, namely class VII-AB Ikhwan as an experimental class and class VII-B Ikhwan as a control class with 16 students in each class. Based on the results of data analysis, the average pretest value of the experimental class was 40.42 including the low ca

  15. STUDENT MOTIVATION AND LEARNING OUTCOMES THROUGH ONLINE FLIPPED CLASSROOM BASED ON STUDENT SELF-REGULATION IN COASTAL AREAS

    Chusnul Muali, Nur Aisyah, Nurul Faizah · 2023 · PEDAGOGIK: Jurnal Pendidikan · 1 citations

    Most learning motivation research focuses on students' performance with various abilities and skills and still needs to integrate constructive learning technology tools. Therefore, this study answers research questions about differences in stu-dent motivation and learning outcomes using the online flipped classroom based on differences in students' self-regulatory levels. Data was obtained from 108 students in coastal area schools, who were divided into two groups. Students' self-regulative abilities are measured using a four-point Likert scale, and learning outcomes are obtained from multiple-choice questions. The data collection in-strument used resulted from the developing of The Motivate

  16. Constructivist-based flipped classroom in e-learning: Enhancing student engagement and learning outcomes

    Metta Mariam, Herman Dwi Surjono, Bernardus Sentot Wijanarka, et al. · 2025 · Multidisciplinary Science Journal · 1 citations

    In the digital age, e-learning has become a cornerstone of modern education. However, challenges persist in maintaining student engagement and achieving optimal learning outcomes due to limited interaction and motivation. This study explores the integration of a constructivist-based flipped classroom model within an e-learning environment to enhance cognitive, emotional, and behavioral engagement among students. Employing a quasiexperimental quantitative approach, the study involved 83 university students from an Information Technology program in Indonesia, divided into experimental (n=42) and control (n=41) groups. The experimental group engaged with interactive preclass materials and colla

  17. Introducing Flipped Classroom for Enhancing Learning Outcomes

    Md. Ala Uddin, Sarmin Akter, Nahida Sultana Mili · 2023 · Praxis International Journal of Social Science and Literature

    This study focuses on addressing the issue of low engagement and participation among honors-level students in the traditional classroom setting of colleges affiliated with the National University of Bangladesh. The Professional Learning Community (PLC) formed a team of five members from different disciplines to implement an instructional intervention using the Flipped Classroom (FC) method. The FC method involves providing students with class materials before class, allowing them to prepare and engage in various activities during class time. The study aimed to observe and record students’ attitudes and behaviors in both traditional and flipped classrooms and assess their engagement and parti

  18. Application of Google Classroom with Flipped Classroom Learning Model on Student Learning Outcomes at SMK Unitomo Surabaya

    Happy Indra Chusnuraafi, Ekohariadi Ekohariadi, Joko Joko, et al. · 2022 · EduLine: Journal of Education and Learning Innovation

    Research that uses the Flipped Classroom model is an implementation of Blended Learning. This study aims to find out how to apply Google Classroom with the Flipped Classroom learning model in schools on student motivation, student activities, and student learning styles. This study started from distributing questionnaires, collecting data, analyzing data and drawing conclusions. This study used a quantitative approach with an experimental research model with a student population at SMK UNITOMO Surabaya. Data analysis using multiple linear regression using SPSS. Based on the test results, the data shows the F value of 3.164 which is greater than the F table with a significant value of 0.039.

  19. FLIPPED CLASSROOM APPROACH IN MEDICAL EDUCATION: ENHANCING LEARNING OUTCOMES AND STUDENT ENGAGEMENT

    Shashikant Adlekha, Nagadharshan Devendra, Tandra Chadha, et al. · 2025 · GLOBAL JOURNAL FOR RESEARCH ANALYSIS

    The ipped classroom model has emerged as a transformative approach in medical education, aiming to close the gap between theoretical knowledge and clinical practice. The ipped classroom (FC) model offers substantial opportunities to improve medical education by fostering independent learning and encouraging active student participation. Unlike traditional passive learning methods, the ipped classroom presents instructional content as preclass activities. This enables face-to-face classroom time for hands-on skill-building, interactive discussions, and real-world applications. This pedagogical strategy has gained widespread acceptance because of its potential to improve clinical reasoning,

  20. The Influence of Mobile Technology-Assisted Flipped Classroom Model on Student Learning Outcomes of Map Read Material

    Agus Suprapto, Mustaji Mustaji, et al. · 2023 · International Journal of Social Science and Human Research

    This study aims to determine the effect of using the flipped classroom learning model assisted by mobile technology on the learning outcomes of Infantry Officer School of Indonesia Marine Corps students about reading maps. Officer graduates are required to have a good understanding of the concepts in each topic related to assignments. The ability to read maps is a top priority that must be mastered by the marine corps in war military operations. Time allocation in class is not enough for mastering the concept of map reading. It takes more time to master the material for the soldiers. The use of mobile technology provides access for Marine Corps students to additional study time online. The r

  21. THE USE OF ONLINE-BASED FLIPPED CLASSROOM LEARNING MODELS IN INCREASING STUDENT INTEREST AND LEARNING OUTCOMES

    Hana Nida Kamila, Roni Faslah, Sholikah · 2023 · Jurnal Pendidikan Ekonomi, Perkantoran, dan Akuntansi

    Penelitian tindakan kelas ini bertujuan untuk mendeskripsikan minat dan hasil belajar siswa dengan model pembelajaran Flipped Classroom berbasis online. Penelitian ini dilakukan di SMK N 3 Jakarta tahun 2022 untuk kelas XII OTKP sebanyak 35 siswa. Data minat belajar diperoleh melalui angket dan observasi, sedangkan data hasil belajar diperoleh melalui tes hasil belajar pada setiap akhir tindakan penelitian. Hasil penelitian menunjukan bahwa berdasarkan hasil observasi penerapan model pembelajaran Flipped Classroom berbasis online mampu meningkatkan minat belajar siswa pada pembelajaran jarak jauh dari prosentase minat belajar pra siklus sebesar 39,14%  meningkat pada siklus 1 menjadi 67,71%,

  22. FLIPPED CLASSROOM AND ACADEMIC ACHIEVEMENT: EVALUATING STUDENT PERFORMANCE OUTCOMES

    Aybolgan Borasheva · 2025 · Language Bridge Academic Journal

    This study evaluates the effectiveness of the flipped classroom (FC) model in enhancing English language learning outcomes among second-year primary education majors compared to traditional classroom (TC) instruction. Using a mixed-methods approach, the research analyzed term-end results and Telegram-administered surveys assessing student perceptions, engagement, and performance. Quantitative data revealed statistically significant improvements in the FC group, with mean scores increasing from 62.00 to 68.00, while the TC group showed marginal gains (39.90 to 41.52). Effect sizes grew over time, suggesting cumulative learning benefits. The FC approach also reduced outcome variability, eviden

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