The Enhanced Flipped Classroom: Increasing Academic Performance with Student-recorded Lectures and Practice Testing in a "Flipped" STEM Course

By Cheryl P. Talley, Stephen P. Scherer. 2013

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Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class (2017, background): “Talley and Scherer (2013) found that students spent more time engaging in the course content, which resulted in improved performance in their examinations.”
The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom. (2015, background): “Being a relatively novice approach, research on the flipped model of instruction is extremely limited (Baker, 2000; Davies, Dean, & Ball, 2013; Johnson & Renner, 2012; Lage, Platt, & Treglia, 2000; Strayer, 2007; Talley & Scherer, 2013; Vaughan, 2014).”
Flipped classroom experiences: student preferences and flip strategy in a higher education context (2017, methodology): “…a flipped course to previous more traditional iterations (e.g., Morin, Kecskemety, Harper, & Clingan, 2013; Reyneke & Fletcher, 2014; Rossi; 2014; Talley & Scherer, 2013), b) utilises pre-post designs assessing changes from the beginning of the flipped course to the end (e.g., Bates & Galloway,…”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, background): “In teaching medical and health related topics, Talley and Scherer (2013) and Ng (2018b) combined the flipped learning activities with other learning techniques such as selfexplanation and practice testing in order to increase students’ achievement.”