Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

By Lakmal Abeysekera, Phillip Dawson. 2015

1,728 citations recorded by the source corpus.

Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/155aeac13334d4dfb68ffe124567bc01930b3f97

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In Computer Science Applications

In Education

Citations in the corpus

THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS (2018, background): “More recently, Abeysekera and Dawson (2015) defined the flipped classroom as a set of pedagogical approaches that (a) move most information-transmission teaching out of class, (b) use class time for learning activities that are active and social, and (c) require students to complete pre- and/or post”
The positive relationship between flipped and blended learning and student engagement, performance and satisfaction (2018, methodology): “They then build on the prepared learning to construct knowledge using (for example) presentations, discussions, role plays and debates (Abeysekera and Dawson, 2015; O’Flaherty and Phillips, 2015; Sohrabi and Iraj, 2016).”
Learning space preferences of higher education students (2016, background): “Nowadays, study activities are increasingly taking place outside the traditional school buildings [13].”
Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis (2019, background): “Some reviewers claim that there is little “compelling evidence for the effectiveness of the method” (Evans et al., 2019, p. 74) or even “very little evidence of effectiveness” (Abeysekera & Dawson, 2015, p. 1).”
The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback (2017, background): “In line with Abeysekera and Dawson (2015) we propose that FCs boost students’ IM when compared to traditional classrooms.”
Perception and performance in a flipped Financial Mathematics classroom (2018, background): “As previously stated, pre-recorded video lectures or screencasts are one of the most common means of delivering instruction outside the classroom, in a flipped classroom format, requiring students to watch these prior to attending class (Abeysekera & Dawson, 2015).”
Application of Constructivist Theory in Flipped Classroom — Take College English Teaching as a Case Study (2018, background): “…technologies, like video and online automatic response systems has brought about great changes in the following aspects ( Bishop & Verleger, 2013; Abeysekera & Dawson, 2014; Kim et al., 2014): the way classroom time was used, the approach of utilizing extra-curricular time, the use of class, and…”
Learning analytics to unveil learning strategies in a flipped classroom (2017, neutral): “As such, FL as an approach to enhance student learning remains under-evaluated and under-researched in general (Abeysekera & Dawson, 2015).”
Academic Integrity as a Teaching & Learning Issue: From Theory to Practice (2017, background): “…be nurtured by active learning pedagogies that provide students with continual opportunities to master skills through repeated attempts in the presence of instructional guides or coaches who encourage critical thinking (Abeysekera & Dawson, 2015; Blasco-Arcas, Buil, Hernandez-Ortega & Sese, 2013).”
Facilitating student engagement through the flipped learning approach in K-12: A systematic review (2020, background): “…& Greif, 2003; Skinner, Kindermann, & Furrer, 2009 Enthusiasm for learning Bergstresser, 2017 Martin, 2013 Constant effort to reach learning objectives Durak, 2018 Abeysekera & Dawson, 2015 Physical & psychological energy Hodgson et al., 2017 Astin, 1984 Being attentive or staying on task Leo, 2017”
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “One of the most common means of moving instruction outside the classroom in a flipped classroom format has been to require students to watch prerecorded video lectures or screencasts prior to attending class (Abeysekera and Dawson 2015)2.”
Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019, methodology): “Other researchers, however, adopt a more generic definition of FTC, in which neither videos nor technology necessarily define FTC (Abeysekera & Dawson, 2015; Akçayır & Akçayır, 2018; Kim, Kim, Khera, & Getman, 2014; Lage, Platt, & Treglia, 2000; Mullen & Sullivan Jr., 2015; O'Flaherty & Phillips,…”
Virtual reality and augmented reality in social learning spaces: a literature review (2020, background): “Admit-tedly though, there is far too little research into flipped classroom effectiveness (Abeysekera and Dawson 2015; Bishop and Verleger 2013).”
Flipped classroom experiences: student preferences and flip strategy in a higher education context (2017, background): “…class (e.g., pre-class quizzes), c) a mechanism to assess student understanding (e.g., graded pre-class quizzes), and d) in-class activities that focus on higherlevel cognitive activities involving active learning, peer learning and/or problem-solving (Brame, 2013 and Abeysekera & Dawson, 2015).”