It's not about seat time: Blending, flipping, and efficiency in active learning classrooms

By Paul Baepler, J. Walker, Michelle Driessen. Comput. Educ., 2014

768 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/07c602cf3613936e90229129e8168766c8ace982

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Citations in the corpus

Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, methodology): “Similarly, Baepler, Walker, and Driessen (2014) tried to indicate whether in a flipped classroom with a reduced classroom time undergraduate students studying general chemistry could achieve the same learning outcomes when compared with those in a conventional lecture-based classroom.”
Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019, background): “Our finding contradicts the conclusion of Baepler et al. (2014) that flipped classrooms with less face-to-face time are at least as effective as traditional classrooms.”
A systematic review of research on the flipped learning method in engineering education (2018, background): “For example, Baepler et al. (2014) found that students in the flipped section performed significantly higher than the ones in the traditional section during the first year that the flipped approach was implemented, but this difference was not statistically significant in the second year.”
Facilitating flexible learning by replacing classroom time with an online learning environment : a systematic review of blended learning in higher education (2021, background): “The flipped classroom approach has received special attention in the educational design of blended learning (Thai, De Wever, & Valcke, 2017), and this has proven effective (Strelan, Osborn, & Palmer, 2020), also in combination with blended learning (Baepler, Walker, & Driessen, 2014).”
Exploring students’ competence, autonomy and relatedness in the flipped classroom pedagogical model (2017, background): “…that foster students’ competence in critical thinking, creative problem-solving and teamwork engagement; this means that class time is freed up for students to work in pairs or teams as they engage in group-based projects, presentations and class discussions (Baepler, Walker, and Driessen 2014).”
Efficiency of flipped classroom with online-based teaching under COVID-19 (2020, background): “However, previous studies showed that flipped learning can help students to improve their performance in exams (Baepler et al., 2014).”
The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention (2017, background): “Baepler, Walker, and Driessen (2014) reported that interacting with the course teacher, asking questions and receiving answers have a positive effect on student achievement.”
Teacher Educators' Use of Digital Tools and Needs for Digital Competence in Higher Education (2019, background): “Moreover, faculty contact time with students can be reduced by using an active e-learning classroom (Baepler, Walker, & Driessen, 2014).”