Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice

Educational Psychology Review

Volumn 29, Issue 1, 2017, Pages 141-151

  DeLozier, Sarah J ^a   Rhodes, Matthew G ^a  

^a Veterinary Dentistry and Oral Surgery   (United States)

Author keywords

Active learning; Flipped classroom; Instruction; Review

Indexed keywords

EID: 84953341000     PISSN: 1040726X     EISSN: 1573336X     Source Type: Journal    
DOI: 10.1007/s10648-015-9356-9     Document Type: Review

References (90)

1. Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research and Development, 34, 1–14.
2. Alexopoulou, E., & Driver, R. (1996). Small-group discussion in physics: peer interaction modes in pairs and fours. Journal of Research in Science Teaching, 33, 1099–1114.
3. Appleton-Knapp, S. L., Bjork, R. A., & Wickens, T. D. (2005). Examining the spacing effect in advertising: encoding variability, retrieval processes, and their interaction. Journal of Consumer Research, 32, 266–276.
4. Benjamin, A. S., Bjork, R. A., & Schwartz, B. L. (1998). The mismeasure of memory: when retrieval fluency is misleading as a metamnemonic index. Journal of Experimental Psychology: General, 127, 55–68.
5. Birjandi, P., & Alemi, M. (2010). The impact of test anxiety on test performance among Iranian EFL learners. BRAIN Broad Research in Artificial Intelligence and Neuroscience, 1, 44–58.
6. Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: a survey of the research. In ASEE National Conference Proceedings, Atlanta, GA
7. Bjork, E. L., de Winstanley, P. A., & Storm, B. C. (2007). Learning how to learn: can experiencing the outcome of different encoding strategies enhance subsequent encoding? Psychonomic Bulletin & Review, 14, 207–211.
8. Butt, A. (2014). Student views on the use of a flipped classroom approach: evidence from Australia. Business Education and Accredidation, 6, 33–43.
9. Caldwell, J. E. (2007). Clickers in the large classroom: current research and best-practice tips. CBE-Life Sciences Education, 6, 9–20.
10. Carberry, A. R., & Ohland, M. W. (2012). A review of learning-by-teaching for engineering educators. Advances in Engineering Education, 3, 1–17.
11. Carpenter, S. K., Lund, T. J., Coffman, C. R., Armstrong, P. I., Lamm, M. H., & Reason, R. D. (2015). A classroom study on the relationship between student achievement and retrieval-enhanced learning. Educational Psychology Review, 1–23.
12. Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53, 445–459.
13. Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42, 21–29.
14. Conway, S. E., Johnson, J. L., & Ripley, T. L. (2010). Integration of team-based learning strategies into a cardiovascular module. American Journal of Pharmaceutical Education, 74, Article 35.
15. Critz, C. M., & Knight, D. (2013). Using the flipped classroom in graduate nursing education. Nurse Educator, 38, 210–213.
16. Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level systems spreadsheet course. Educational Technology Research & Development, 61, 563–580.
17. Dobson, J. L. (2008). The use of formative online quizzes to enhance class preparation and scores on summative exams. Advances in Physiology Education, 32, 297–302.
18. Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and Instruction, 13, 533–568.
19. El Sayad, R., & El Raouf, S. (2013). Video-based lectures: an emerging paradigm for teaching human anatomy and physiology to student nurses. Alexandria Journal of Medicine, 49, 215–222.
20. Ellis, L., & Mathis, D. (1985). College student learning from televised versus conventional classroom lectures: A controlled experiment. Higher Education, 14, 165–173.
21. Fay, N., Garrod, S., & Carletta, J. (2000). Group discussion as interactive dialogue or as serial monologue: the influence of group size. Psychological Science, 11, 481–486.
22. Ferreri, S. P., & O’Connor, S. K. (2013). Redesign of a large lecture course into a small-group learning course. American Journal of Pharmaceutical Education, 77, Article 13.
23. Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education and Accreditation, 6, 63–71.
24. Fiorella, L., & Mayer, R. E. (2014). Role of expectations and explanations in learning by teaching. Contemporary Educational Psychology, 39, 75–85.
25. Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive–developmental inquiry. American Psychologist, 34, 906–911.
26. Flynn, A. B. (2015). Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French. Chemistry Education Research and Practice, 16, 198–211.
27. Foos, P. W., Mora, J. J., & Tkacz, S. (1994). Student study techniques and the generation effect. Journal of Educational Psychology, 86, 567–576.
28. Forsey, M., Low, M., & Glance, G. (2013). Flipping the sociology classroom: towards a practice of online pedagogy. Journal of Sociology, 49, 471–485.
29. Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111, 8410–8415.
30. Gadgil, S., Nokes-Malach, T. J., & Chi, M. T. (2012). Effectiveness of holistic mental model confrontation in driving conceptual change. Learning and Instruction, 22, 47–61.
31. Giannakos, M. N., Krogstie, J., & Chrisochoides, N. (2014, November). Reviewing the flipped classroom research: reflections for computer science education. In Proceedings of the Computer Science Education Research Conference, 23–29.
32. Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). Enhancing student engagement using the flipped classroom. Journal of Nutrition Education and Behavior, 47, 109–114.
33. Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science, 332, 1213–1216.
34. Hartwig, M. K., & Dunlosky, J. (2012). Study strategies of college students: are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19, 126–134.
35. Hoffman, E. S. (2014). Beyond the flipped classroom: redesigning a research methods course for e3 instruction. Contemporary Issues in Education Research, 7, 51–62.
36. Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28, 81–96.
37. Hurtubise, L., Hall, E., Sheridan, L., & Han, H. (2015). The flipped classroom in medical education: engaging students to build competency. Journal of Medical Education and Curricular Development, 2, 35–43.
38. Inaba, A., Ikeda, M., & Mizoguchi, R. (2003). What learning patterns are effective for a learner’s growth. In Proc. of the International Conference on Artificial Intelligence in Education, Sydney, 219–226.
39. Jamaludin, R., & Osman, S. Z. M. (2014). The use of a flipped classroom to enhance engagement and promote active learning. Journal of Education and Practice, 5, 124–131.
40. Jensen, J. L., Kummer, T. A., & Godoy, P. D. M. (2015). Article improvements from a flipped classroom may simply be the fruits of active learning. CBE-L fe Sciences Education, 14, 1–12.
41. Johnson, D. W., Johnson, R. T., & Smith, K. A. (1998). Cooperative learning returns to college: what evidence is there that it works? Change: The Magazine of Higher Learning, 30, 26–35.
42. Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37–50.
43. Kirschner, F., Paas, F., & Kirschner, P. A. (2009). A cognitive load approach to collaborative learning: united brains for complex tasks. Educational Psychology Review, 21, 31–42.
44. Koriat, A., Bjork, R. A., Sheffer, L., & Bar, S. K. (2004). Predicting one’s own forgetting: the role of experience-based and theory-based processes. Journal of Experimental Psychology: General, 133, 643–656.
45. Kornell, N., & Bjork, R. A. (2007). The promise and perils of self-regulated study. Psychonomic Bulletin & Review, 14, 219–224.
46. Kornell, N., & Bjork, R. A. (2008). Learning concepts and categories: is spacing the “enemy of induction”? Psychological Science, 19, 585–592.
47. Kornell, N., & Bjork, R. A. (2009). A stability bias in human memory: overestimating remembering and underestimating learning. Journal of Experimental Psychology: General, 138, 449–468.
48. Kornell, N., Rhodes, M. G., Castel, A. D., & Tauber, S. K. (2011). The ease-of-processing heuristic and the stability bias dissociating memory, memory beliefs, and memory judgments. Psychological Science, 22, 787–794.
49. Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: a gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30–43.
50. Lasry, N. (2008). Clickers or flashcards: is there really a difference? The Physics Teacher, 46, 242–244.
51. Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45, 317–324.
52. Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56, 430–435.
53. McCabe, J. (2011). Metacognitive awareness of learning strategies in undergraduates. Memory & Cognition, 39, 462–476.
54. McDaniel, M. A., Einstein, G. O., Dunay, P. K., & Cobb, R. E. (1986). Encoding difficulty and memory: toward a unifying theory. Journal of Memory and Language, 25, 645–656.
55. McLaughlin, J. E., Griffin, L. M., Esserman, D. A, Davidson, C. A, Glatt, D. M., Roth, M. T, Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American Journal of Pharmaceutical Education, 77(9), Article 196.
56. McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., & Mumper, R. J. (2014). The flipped classroom: a course redesign to foster learning and engagement in a health professions school. Academic Medicine, 89, 236–243.
57. Meade, M. L., Nokes, T. J., & Morrow, D. G. (2009). Expertise promotes facilitation on a collaborative memory task. Memory, 17, 39–48.
58. Metcalfe, J. (2002). Is study time allocated selectively to a region of proximal learning? Journal of Experimental Psychology: General, 131, 349–363.
59. Michaelsen, L., & Sweet, M. (2008a). Fundamental principles and practices of team-based learning. In L. K. Michaelson, D. X. Parmelee, K. K. McMahon, & R. L. Levine (Eds.), Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning (pp. 9–34). Sterling, VA: Stylus Publishing.
60. Michaelsen, L. K., & Sweet, M. (2008b). The essential elements of team-based learning. New Directions for Teaching and Learning, 116, 53–59.
61. Michaelsen, L. K., & Sweet, M. (2011). Team-based learning. New Directions for Teaching and Learning, 128, 41–51.
62. Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education, 52, 597–599.
63. Morehead, K., Rhodes, M. G., & DeLozier, S. (2015). Instructor and student knowledge of study strategies. Memory, (ahead-of-print), 1–15.
64. Mulligan, N. W., & Lozito, J. P. (2004). Self-generation and memory. Psychology of Learning and Motivation, 45, 175–214.
65. Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51, 102–116.
66. Nestojko, J. F., Bui, D. C., Kornell, N., & Bjork, E. (2014). Expecting to teach enhances learning and organization of knowledge in free recall of text passages. Memory & Cognition, 42, 1038–1048.
67. O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: a scoping review. The Internet and Higher Education, 25, 85–95.
68. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students (Vol. 2). K. A. Feldman (Ed.). San Francisco, CA: Jossey-Bass.
69. Pierce, R., & Fox, J. (2012). Vodcasts and active-learning exercises in a “flipped classroom” model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76, Article 196.
70. Prince, M. (2004). Does active learning work? a review of the research. Journal of Engineering Education, 93, 223–231.
71. Rhodes, M. G., & Castel, A. D. (2008). Memory predictions are influenced by perceptual information: evidence for metacognitive illusions. Journal of Experimental Psychology: General, 137, 615–625.
72. Rhodes, M. G., & Castel, A. D. (2009). Metacognitive illusions for auditory information: effects on monitoring and control. Psychonomic Bulletin & Review, 16, 550–554.
73. Roediger, H. L., III. (2008). Relativity of remembering: why the laws of memory vanished. Annual Review of Psychology, 59, 225–254.
74. Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: an opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105, 44–49.
75. Ross, S. M., & Di Vesta, F. J. (1976). Oral summary as a review strategy for enhancing recall of textual material. Journal of Educational Psychology, 68, 689–695.
76. Rowland, C. A. (2014). The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychological Bulletin, 140, 1432–1463.
77. Schlairet, M. C., Green, R., & Benton, M. J. (2015). The flipped classroom: strategies for an undergraduate nursing course. Nurse Educator, 39, 321–325.
78. Seery, M. K. (2015). Flipped learning in higher education chemistry: emerging trends and potential directions. Chemistry Education Research and Practice, 16, 758–768.
79. Shimazoe, J., & Aldrich, H. (2010). Group work can be gratifying: understanding & overcoming resistance to cooperative learning. College Teaching, 58, 52–57.
80. Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323, 122–124.
81. Smith, M. K., Wood, W. B., Krauter, K., & Knight, J. K. (2011). Combining peer discussion with instructor explanation increases student learning from in-class concept questions. CBE-Life Sciences Education, 10, 55–63.
82. Stephenson, J. E., Brown, C., & Griffin, D. K. (2008). Electronic delivery of lectures in the university environment: an empirical comparison of three delivery styles. Computers & Education, 50, 640–651.
83. Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15, 171–193.
84. Tucker, B. (2012). The flipped classroom. Education Next, 12, 82–83.
85. Wenz, H. J., Zupanic, M., Klosa, K., Schneider, B., & Karsten, G. (2014). Using an audience response system to improve learning success in practical skills training courses in dental studies – a randomised, controlled cross-over study. European Journal of Dental Education, 18, 147–153.
86. Wilson, S. G. (2013). The flipped class: a method to address the challenges of an undergraduate statistics course. Teaching of Psychology, 30, 193–199.
87. Yan, V. X., Thai, K. P., & Bjork, R. A. (2014). Habits and beliefs that guide self-regulated learning: do they vary with mindset? Journal of Applied Research in Memory and Cognition, 3, 140–152.
88. Yeung, K., & O’Malley, P. J. (2014). Making “the flip” work: barriers to and implementation strategies for introducing flipped teaching methods into traditional higher education courses. New Directions, 10, 59–63.
89. Young, T. P., Bailey, C. J., Guptill, M., Thorp, A., & Thomas, T. L. (2014). The flipped classroom: a modality for mixed asynchronous and synchronous learning in a residency program. Western Journal of Emergency Medicine, 15, 938–944.
90. Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: assessing the impact of interactive video on learning effectiveness. Information Management, 43, 15–27.