Flipped Learning Research Brief January 2018

The world of Flipped Learning continues to expand. The team at FLGI is continually amazed at the amount and quality of Flipped Learning research and activity across the world. We recently had a chance to catch up on some of the latest research on Flipped Learning and thought we would share a few of the highlights.

  • Dr. Mark Ancliff at the Catholic University of Korea did a study of the motivations of students in a flipped physics class.  He concluded:

“It was found that students in the flipped classes showed greater intrinsic goal orientation, control of learning, and use of critical thinking than those in the non-flipped classes.”

       Read the full report at: http://www.dbpia.co.kr/Journal/ArticleDetail/NODE07289085

  • Dr. Patricia Ohtake of the University of Buffalo and others did a study of flipped classrooms in the healthcare field and found that:

          “Students preferred the flipped classroom approach to a more traditional approach and favored learning in an interprofessional group.”

       Read the abstract at: https://www.sciencedirect.com/science/article/pii/S2405452617300198

  • Another healthcare report was done by Edwina Morris in the Journal of Perioperative Practice where she did a study of risk training in the operating theater. She concluded:

         “Experience of the flipped classroom was effective in providing space for action learning, assessing student learning and enabled group learning.”

       Read the full study at: http://journals.sagepub.com/doi/pdf/10.1177/1750458917742047

  • Another medical example comes out of Iran where Mohammad Mahdi Sagheb and others designed an flipped class for undergraduate medical students and said:

         We hope that other medical schools all over the world use the flipped classroom discussed in this article to redesign their classrooms to enable students to develop necessary skills and get involved in deep learning. This will improve the health of the society in the near future.

      Read the report at: http://cdn.neoscriber.org/cdn/serve/313f0/0f84fde4188cbca1a59141ee66fa8fb862215c02/semj-In_Press-In_Press-57150.pdf

  • Dr. Lu Guan from Beijing Normal University did a study of business classes and concluded:

          Considering the great challenges that the business education is now facing, flipped class model does provide opportunities for classroom teaching quality improvement.

       See the full study at: http://www.hk5sa.com/icit/6.2~BNUZ-Karen.pdf

  • Fazilawati Harun from t, Kedah Technical Matriculation College  and Supyan Hussin from University of Malaysia did  a study of flipped engineering classes and found:

          The results from both survey and individual interviews indicated that most students had positive acceptance towards the flipped language learning approach. This shows a positive impacts for engineering students’ styles of language learning and widened opportunity to prepare and practice using the language before, during and after the class.

       Read the full study at:  http://www.ripublication.com/ijaer17/ijaerv12n24_71.pdf

  • Kanyarat Autapao, and Panthul Minwong from Thepsatri Rajabhat University, Thailand, studied animation design using a flipped approach and stated that:

          [Flipped Learning] can result in large learning achievements and a positive self-change in enhancing students’ performance in learning and acquiring the second language among the learner. The findings revealed that the flipped learning and project based learning provided students the freedom to simply learn on their own aptitude when working together with project-based learning.

       See the full report at: http://aip.scitation.org/doi/pdf/10.1063/1.5019494

  • Dr. Thomas Mitzel, President, Dickinson University wrote about the future of education and he stated:

          To accomplish these goals, faculty must move beyond traditional styles and act more as learning facilitators than lecturers. An emergent teaching style, the flipped classroom, encourages students to access and utilize resources outside of the classroom to gain and evaluate knowledge, then use the face-to-face class time to interact with faculty members and peers for discussion and real-world application through case study and project-based learning. In this manner, students are learning how to learn and developing the soft skills that cannot be automated. These skills of research, analysis, collaboration and application are skills that allow for them to remain productive workforce members in a changing world.

See the complete article at: https://www.thedickinsonpress.com/opinion/columns/4383743-mitzel-preparing-students-world-transition

  • Norhaiza Khairudin and others wrote about the success of Flipped Learning in accounting classes and summarized their study by saying:

          The flipped classroom has made effective interactions happen between Business Accounting students and with the lecturer. The class becomes active with discussions and the students look happy since they are not overburdened to do the assignment themselves without lecturer’s assistance.

       See the abstract at: http://spaj.ukm.my/ppppm/jpm/article/view/308

What amazes us is the global impact Flipped Learning is having in such a diverse array of fields. We welcome your thoughts and would also love to hear about any studies or stories that you might want to share.  


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