Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class

Alison S. Burke · Brian Fedorek

172 citations0/0 files storedActive Learning in Higher Education

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Abstract

“Flipped” or inverted classrooms are designed to utilize class time for application and knowledge building, while course content is delivered through the use of online lectures and watched at home on the students’ time. It is believed that flipped classrooms promote student engagement and a deeper understanding of the class material. The purpose of this study is to compare self-reported student engagement in three separate course modalities: traditional face-to-face lecture class, flipped class, and an online class. It is hypothesized that the flipped class will report higher levels of student engagement because of the nature of the active learning environment.

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References

2002A Revision of Bloom's Taxonomy: An Overview 1991Active learning : creating excitement in the classroom 1977The Chronicle of Higher Education 2000Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment 2009An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?2012How learning in an inverted classroom influences cooperation, innovation and task orientation 2009The national survey of student engagement: Conceptual and empirical foundations

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2021The link between flipped and active learning: a scoping review 2019Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception 2018Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom 2021Designing supports for promoting self-regulated learning in the flipped classroom 2020University Students’ Perception of the Usefulness of the Flipped Classroom Methodology

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