Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course

By Gregory S. Mason, T. Shuman, Kathleen E. Cook. IEEE Transactions on Education, 2013

942 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0bf19915a45e9cc8e4897c5dba0e3af87c754719

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Citations in the corpus

THE FLIPPED WRITING CLASSROOM IN TURKISH EFL CONTEXT: A COMPARATIVE STUDY ON A NEW MODEL (2017, result): “As for the achievement dimension, the study is in line with the findings of Mason, Shuman, and Cook (2013); Schwanki (2013); Baranovic (2013); and Bergman and Sams (2013) in that flipped learning increases the students' success to a certain extent.”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, background): “This can somehow be associated with students’ positive perception of the flipped classroom format in which it allowed them to cover more material and, thus, perform better in quizzes and exam (Chien & Hsieh, 2018; Mason et al., 2013; Toto & Nguyen, 2009).”
The flipped classroom: A learning model to increase student engagement not academic achievement (2017, background): “48 | Student Success, 8(2) July, 2017 individual space (Mason et al., 2013; McLean et al., 2016; Wilson, 2013).”
The flipped classroom and cooperative learning: Evidence from a randomised experiment (2016, background): “…via pre-post designs that investigate change occurring from one period to the next when a teaching approach is changed (e.g. Davies et al., 2013; Mason et al., 2013), to studies with treatment (flipped classroom) and control (lecture) groups (Deslauriers et al., 2011; Love et al., 2014;…”
The inverted classroom (2016, background): “reports or expost-facto observation-based assessments (Mason, Shuman, & Cook, 2013), and when analyzing learning, the focus is on lower order thinking skills rather than higher order thinking skills; 3) when controls are used, these are with nonequivalent student groups (Mason et al., 2013), do not ”
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “Of the 28 higher-education studies reviewed by O’Flaherty and Phillips (2015), only 11—or fewer than half—reported measures of student performance, and amongst these, only five reported comparisons to a traditional classroomwith comparable exams, assessments, or examquestions that overlapped between”
A systematic review of research on the flipped learning method in engineering education (2018, background): “…& Femiani (2013); Chao, Chen, and Chuang (2015); Chiang and Wang (2015)*; Fowler (2014); Kalavally, Chan, and Khoo (2014); Lemley et al. (2013); Mason, Shuman, and Cook (2013b)*; McGivney-Burelle and Xue (2013); Ossman and Warren (2014)*; Papadopoulos and Roman (2010)*; Redekopp and Ragusa…”
THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS (2018, methodology): “…& Mazur, 2001; O’Flaherty & Phillips, 2015); using active learning strategies and testing in class (Dove, 2013; Jensen et al., 2015), and using peer instruction or group activities in class (Crouch & Mazur, 2001; Lage et al., 2000; Mason et al., 2013; Peterson, 2016; Strayer, 2012; Wilson, 2013).”
The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, background): “Thus, our results support the literature that finds a well-flipped class is engaging and can improve learning (performance), which in turn leads to satisfaction (Fritz, 2013; Hung, 2015; Mason et al., 2013; O’Flaherty and Phillips, 2015; Schultz et al., 2014).”