Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

By Jamie L. Jensen, Tyler A. Kummer, P. D. D. M. Godoy. CBE - Life Sciences Education, 2015

779 citations recorded by the source corpus.

Researchers show that students perform equally well in flipped and nonflipped classrooms if active-learning activities are held constant, suggesting that active learning is the key moderator of success.

Subfields: Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/c3d53dd60fb91409f96d20e7c16a029da8f8cf51

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Citations in the corpus

The flipped classroom: A learning model to increase student engagement not academic achievement (2017, background): “Research comparing student success in a non-flipped class which used active learning strategies, to a flipped class which also employed these same strategies, found no difference in student learning outcomes or attitudes (Jensen et al., 2015).”
Examining the impact of flipped classroom on writing complexity, accuracy, and fluency: a case of EFL students (2020, background): “Jensen, Kummer, and Godoy (2015) also investigated the differences between an active non-flipped classroom and an active flipped classroom in promoting learners’ low-level and deep conceptual learning through a quasi-experimental design.”
A Review of Nontraditional Teaching Methods: Flipped Classroom, Gamification, Case Study, Self-Learning, and Social Media (2019, neutral): “Data Collection Methods Teaching Method Previous Studies Survey Gamification Social Media Case Study Self-Learning [54] and [93] [82] [68] [94] Exam Flipped Classroom Gamification Case Study Self-Learning [38] and [95] [22] and [96] [63] [94] Assignment Case Study Flipped Classroom [97] [95] Intervi”
Investigating the effects of gamification-enhanced flipped learning on undergraduate students’ behavioral and cognitive engagement (2018, background): “In their biology course, Jensen, Kummer, and Godoy (2015) compared students ’ homework attempt rate under ﬂ ipped and traditional learning conditions.”
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, methodology): “, 10 % or less of the overall course grade) on the out-of-class materials (Flynn 2015; Jensen et al. 2015; Wilson 2013).”
THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS (2018, methodology): “…formative assessments (Crouch & 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;…”
A flipped classroom model in higher education: a review of the evidence across disciplines (2019, background): “5) As for the challenges emerged from using the flipped classroom in teaching natural sciences subjects, poor note-taking and presence of the instructor were the main factors that could influence students’ learning and perceptions of the environment (Jensen et al., 2015; Ryan & Reid, 2015).”