The Flipped Classroom - What you should know.

Two high school teachers introduced the flipped classroom approach in 2007.  They started recording and posting their lectures online to accommodate students who missed class.  This evolved into the flipped classroom approach, where what is usually done in class is now done outside of class time, and what is traditionally done as homework is now done in class (Bergmann & Sams, 2012).  This approach quickly became popular across all levels of education, especially higher education.  Many studies have evaluated this approach's effectiveness, with some evidence that it deepens students' knowledge and understanding of the material and delivers better student learning outcomes than more traditional teaching approaches (Chen, Lui, & Martinelli, 2017).  However, research results have been mixed.  One of the most significant challenges has been the variability of how this approach has been implemented.

Many years ago, during my undergraduate training in education, I learned that no single magic approach to teaching works in all situations.  Yet, it seems folks in education keep looking for one.  The flipped classroom approach has some merits, but only if it is used effectively and not as the only method of teaching.  I have been in education long enough to have seen many new techniques or approaches come along, and everyone jumps on board because it is the latest and greatest thing.  Case-based, team-based, project-based, problem-based.  I know programs that converted their entire curriculum to a flipped model.  As teachers, it is our responsibility to know which methods to use when to create the environment best suited to motivate, engage and support student learning.   It is not about the method.  It is the teacher.  In fact, the teacher is among the most critical attribute of successful student learning.  Thus, making educated and intentional choices about what teaching methods to use rests with us.

Recognizing this, Bergmann & Sams (2012, p 21) identified five reasons not to use the flipped approach.  They include

• Because some guys who got a book published told you to.
• Because you think it will create a 21^st-century classroom.

• Because you think you will become cutting edge.

• Because you think flipping your classroom exempts you from being a good teacher.

• Because you think it will make your job easier.  It won't.  Research actually showed it took more faculty workload time (Kapur, Hattie, Grossman & Sinha, 2022).

In a recent 2022 meta-analysis study looking at the flipped classroom method, the researchers discovered some interesting facts that both challenge and support the flipped classroom approach (Kapur, Hattie, Grossman & Sinha, 2022).  Most proponents of this method tout its accolades for replacing passive in-class learning (sitting and listening to a lecture) with in-class active learning activities, which leads to better learning outcomes (Lag and Saele, 2019).  But in this new study, although it did find that flipping can yield better outcomes, it was not due to the previously held reasons, namely, engaging students in more active learning.  The study found that most in-class activities of a flipped approach were not correctly implemented.  Rather, the study noted that the improvements in outcomes were due more to an increase in students' exposure to the content.  The total instructional time with pre-class work in addition to in-class time, resulted in more time spent with the material overall.  It also found that simply increasing active learning time in a traditional approach closes the gap between flipped and traditional methods (Kapur, Hattie, Grossman & Sinha, 2022).

So, what is the take-home message here?  There is no magic one teaching approach that fits all or should be used exclusively.  The flipped approach works when implemented correctly and fits with the nature and content of what is being taught.  This most recent study's authors suggest a modified approach they call "Fail, flip, fix, and feed." They believe this modification will make the flipped approach more effective.  What is important to note is that evidence has already supported that including more active learning and problem-solving activities, even in a traditional teaching method, increases students' learning success.

References

Bergmann, J., and Sams, A. (2012) Flip your classroom: Reach every student in every class every day.  Eugene, OR: International Society of Technology in Education.

Chen, F., Lui, A. M., and Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical Education, 51(6), 585–597. https://doi.org/10.1111/medu.13272

Kapur, M., Hattie, J., Grossman, I., and Sinha, T. (2022). Fail, flip, fix, and feed – Rethinking flipped learning: A review of meta-analyses and a subsequent meta-analysis.  Frontiers in Education, 7.956416. doi:10.3389/feduc.2022.956416  https://www.frontiersin.org/articles/10.3389/feduc.2022.956416/full

Lag, T., and Saele, R. G. (2019). Does the flipped classroom improve student learning and satisfaction?  A systematic review and meta-analysis.  AERA Open 5, 1-17.  doi.10.1177/23328584419870489

Additional Resources

Supiano, B. (2022).  What's in a Flip?  Chronicle of Higher Education.  https://www.chronicle.com/newsletter/teaching/2022-11-10?utm_source=Iterable&utm_medium= email&utm_campaign=campaign_5495698_nl_Teaching_date_20221110&cid=te&source=ams&sourceid=&cid2=gen_login_refresh

Young, J. R. (2023).  Does 'Flipped Learning' work?  A new analysis dives into the research.  EdSurge. https://www.edsurge.com/news/2023-02-16-does-flipped-learning-work-a-new-analysis-dives-into-the-research