Inverting the Linear Algebra Classroom

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The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research (2019, background): “…Imbertson, & Moore, 2014; Mok, 2014); (b) these articles provided insufficient data for a meta-analysis (e.g., Swithenbank & DeNucci, 2014; Thomas & Philpot, 2012), and (c) these articles did not focus on a specific engineering course (e.g., Love, Hodge, Grandgenett, & Swift, 2014; Talbert, 2014).”
A systematic review of research on the flipped learning method in engineering education (2018, background): “…(2014); Davies et al. (2013); Love, Hodge, Grandgenett, and Swift (2014); Mason, Shuman, and Cook (2013b); Olson (2014); Swift and Wilkins (2014); Talbert (2014); Velegol et al. (2015) Flipped is less effective Hagen and Fratta (2014); McClelland (2013) Flipped is less effective and/or no…”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “In a flipped class, students are expected to be self-directed and complete pre-class tasks in order to be well-prepared for in-class activities (Talbert, 2014).”