Research on Flipped Learning  
Looking for case studies, surveys, infographics or our Literature Reviews?
Scroll down for research by or done in conjunction with the FLN.

Extension of the Flipped Learning Lit Review (June, 2014)
In conjunction with George Mason University, Pearson, the FLN announces the 2014 update to the original Review released in 2013.See below for all documents.

Creative Common License for Flipped Educators  (June 2014)
A graphical representation of when and how and why to add a CC license to your original work.
FLN and Sophia Survey of Flipped Teachers (May 2014) 
The flipped classroom continues to grow in popularity and success. Recent study with Sophia captures the responses of 2,358 educators.
Definition of Flipped Learning (March, 2014)
What is the difference between a Flipped Class and Flipped Learning? Along with the Four Pillars of F-L-I-P and 11 indicators.
Speak Up and FLN Survey Results (March, 2014)
Administrators and Teachers Point to Flipped Learning Use and Potential.
Speak Up 2013 Findings Show Growth in Flipped Classroom Implementation and Interest. 
Flipped Learning and Higher Education (Fall, 2013)
An extension of the Literature Review (see below), this brief looks at new research on flipped learning on college and university campuses. Written with Pearson.
Survey Results on Using, Creating & Sharing Free Online Resources (Spring, 2013)
Infographic based on an online survey of 109 flipped teachers in the United States. By OER Research Hub & the FLN.  

Clintondale high School, MI: A Case Study (May, 2013)
Flipped Learning Model Dramatically Improves Pass Rate for At-Risk Students

Byron High School, MN: A Case Study (June, 2013)
Flipped Learning Model Increases Student Engagement and Performance

Info-Graphic on Teacher and Student Engagement
(June 2012)
Based on a survey of 450 educators. Conducted byClassroomwindow and the FLN.

Literature Review on Flipped Learning (June 2013 & 2014)

With research support from George Mason University and sponsored by Pearson, the Flipped Learning Network is proud to release the first comprehensive literature review on the Flipped Learning model.  Accompanying the full-length lit review is an easy-to digest white paper, along with an executive summary. The three documents are available to download for free.
2014 Extension of the 2013 Review of Flipped Learning. Read now. (20-page PDF)
2013 Literature Review of Flipped Learning.  Read now. (21-page PDF)

The Flipped Learning Model: A White Paper Based on the Literature Review. Read now. (16-page PDF)

The Executive Summary of the Literature ReviewRead now. (two-page PDF)




Additional Research:
When an increasing interest focuses on the effectiveness of the flipped classroom, it is important to understand how the concept of flipped learning shifts pedagogy. Therefore, the purpose of this literature review was to explore the effectiveness of a flipped classroom model on student engagement and achievement as well as the affordances of a flipped model vs. that of a traditional model
-Jarod Bormann. Read his full Graduate Review, Affordances Of Flipped Learning And Its Effects On Student Engagement And Achievement, HERE

The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School Journal of the Association of American Medical Colleges. By McLaughlin, Jacqueline E. PhD, MS; Roth, Mary T. PharmD, MHS; Glatt, Dylan M.; Gharkholonarehe, Nastaran PharmD; Davidson, Christopher A. ME; Griffin, LaToya M. PhD; Esserman, Denise A. PhD; Mumper, Russell J. PhD
In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes.
PROBING THE INVERTED CLASSROOM: A STUDY OF TEACHING AND LEARNING OUTCOMES IN ENGINEERING AND MATHEMATICS Educause. By Nancy Lape (Harvey Mudd College), Rachel Levy (Harvey Mudd College), Darryl Yong (Harvey Mudd College)
This case study describes our research comparing an unflipped class that engages students in some active learning to a flipped class that creates more time for active learning and to look for measurable differences in student learning, attitude toward course material, and metacognitive skills.
Use of medical students in a flipped classroom programme in nutrition education for fourth-grade school students
Health Education Journal. By Christian S McEvoy, Kathryn M Cantore, LeAnn N Denlinger, Michele A Schleich, Nicole M Stevens, Steven C Swavely, Anne A Odom, Marsha B Novick.
The purpose of this study was to evaluate the feasibility of a flipped classroom progamme, designed and implemented by medical students, in communicating nutrition education to fourth-grade school students aged 9–10 years and to characterise teachers’ assessments of the progamme, which was designed to minimise the burden placed on teachers.