How learning in an inverted classroom influences cooperation, innovation and task orientation

By Jeremy F. Strayer. 2012

1,615 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/4e6bb09285297775230fee6449adb5333603323d

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In Developmental and Educational Psychology

In Education

In Media Technology

Citations in the corpus

Flipped Calculus: A Study of Student Performance and Perceptions (2015, methodology): “An entire introductory statistics course was flipped and compared with a traditional lecture course in [16].”
Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World (2021, background): “Efforts have also been made to include ﬂ ipped classroom approaches so students can engage in active learning and instructors assume the role of facilitator and provide additional help and scaffolding (Kemp & Grieve, 2014; Singh & Matthees, 2021; Strayer, 2012).”
It's not about seat time: Blending, flipping, and efficiency in active learning classrooms (2014, result): “Students can find the inverted approach disconcerting at first, however, and some remain dissatisfied with the change in the traditional approach despite the learning gains (Missildine et al., 2013; Strayer, 2012).”
The experience of three flipped classrooms in an urban university: an exploration of design principles (2014, background): “Another recently conducted experiment (Davies et al., 2013; Strayer, 2012) indicated that there was no significant difference in student performance between flipped classrooms and traditional classrooms.”
Evaluation of a Flipped Classroom in an Undergraduate Business Course (2014, methodology): “The limitation of this study was that Strayer had control over final grades and he administered the test prior to the end of the semester. The third academic study was conducted by Ferreri and O’Connor (2013) on the redesign of a large self-care course previously delivered in a traditional lecture f”
The flipped classroom and cooperative learning: Evidence from a randomised experiment (2016, background): “Studies have been conducted in diverse courses such as engineering (Bishop and Verleger, 2013a; Mason et al., 2013), information systems (Davies et al., 2013), economics (Lage et al., 2000), mathematics (Love et al., 2014; McGivney-Burelle and Xue, 2013) and statistics (Strayer, 2012).”
Does “flipping” promote engagement?: A comparison of a traditional, online, and flipped class (2017, background): “…of a study revealed that there was no significant difference in student performance between flipped classrooms and traditional classrooms, and that students perceive a significantly lower level of support in the flipped environment, which leads to lower engagement in the material (Strayer, 2012).”
The Effect of Flipped Classroom Strategy on Students Learning Outcomes (2019, background): “In the flipped classroom approach, students are introduced to the course content prior to the classroom session, so that they can be more informed and involved in class (Strayer, 2012).”
Using the flipped classroom to enhance EFL learning (2017, background): “, 2009) and student engagement (Dill, 2012), produces enhanced learning outcomes (Baepler, Walker & Driessen, 2014; Moravec, Williams, Aguilar-Roca, & O’Dowd, 2010), and improved motivation (Strayer, 2012; Traxler & Riordan, 2003).”
Flipping the classroom for English language learners to foster active learning (2015, background): “…with a heavy reliance on lecturing, appear to have received the most research attention among early adopters of flip teaching at universities (see examples of a biology course in Marrs & Novak, 2004; a Microsoft Excel course in Davies, Dean & Ball, 2013; a statistics course in Strayer, 2012).”
Measuring Learning Outcomes and Attitudes in a Flipped Introductory Statistics Course (2015, background): “One study by Strayer [13] found that statistics students in a flipped classroom embraced cooperative learning and classroom innovation when compared with students taught using traditional methods.”
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, background): “Rather, outcomes frequently reflected students’ perceptions of their learning (e.g., Butt 2014; Critz and Knight 2013; Davies et al. 2013; Ferreri and O’Connor 2013; Forsey et al. 2013; Gilboy et al. 2015; Hoffman 2014; Jamaludin and Osman 2014; Kim et al. 2014; Lage et al. 2000; McLaughlin et al. 2”
Perceptions of senior-year ELT students for flipped classroom: a materials development course (2017, background): “…materials at one’s own pace, more practice time, and flourishing group work, collaboration and social learning (Chen, Wang, Kinshuk, & Chen, 2014; Davies, Dean, & Ball, 2013; Ferreri & O’Connor, 2013; Jamaludin & Osman, 2014; McGivney-Burelle & Xue, 2013; McLaughlin et al., 2013; Strayer, 2012).”
Students’ Perceptions of the Value of Using Videos as a Pre-class Learning Experience in the Flipped Classroom (2016, background): “The in-class time is then employed for students’ active learning (Gerstein 2011; Strayer 2012), which composes the in-class active learning phase (Bishop and Verleger 2013).”
Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017, methodology): “When studies on motivation in FC environments are examined, it is seen that FC model of instruction is more efficient in ensuring motivation compared to traditional methods of learning (Chao, Chen, & Chuang, 2015; Chen et al., 2014; Davies, Dean, & Ball, 2013; Strayer, 2012; Turan, 2015).”
Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning (2015, methodology): “…model in their own classroom and report primarily affective data (e.g., Lage et al., 2000; Bergstrom, 2009; Fulton, 2012; Johnson, 2012), or comparison studies, in which the flipped model is compared directly with traditional didactic methods (e.g., Strayer, 2012; Tucker, 2012; Tune et al., 2013).”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “Strayer (2012) found that students in a flipped class were actually less satisfied with how the classroom structure oriented them to learning tasks.”
The Effect of a Flipped Classroom Model on Academic Achievement, Self-Directed Learning Readiness, Motivation And Retention (2017, result): “This is supported by other studies having similar results in the literature (Arshad & Imran, 2013; Boyraz, 2014; Chao et al., 2015; Davies et al., 2013; Strayer, 2012; Turan, 2015).”