Looking for original research, case studies,
surveys, infographics or our Literature Reviews?
What is the difference between a Flipped Class and Flipped Learning? Along with
the Four Pillars of F-L-I-P and 11 indicators. Written by the board and practitioners of the
Project Tomorrow and the FLN:
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.
An extension of the Literature Review (see below), this brief looks at new
research on flipped learning on college and university campuses. Written with
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
Literature Review on Flipped Learning (2013
With research support from George Mason University and sponsored by Pearson,
the Flipped Learning Network offers the first comprehensive literature review and
extension on the Flipped Learning model.
The 2014 Extension of the 2013 Review of Flipped
The Flipped Learning Model: A White Paper Based on the Literature
The Executive Summary of the Literature Review (Two-page
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.
Creative Common License for Flipped Educators (June 2014)
A graphical representation of when and how and why to add a CC license to your
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
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.
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.
This quasi-experimental, mixed methods study analyzes the effects of the flipped
classroom on the variables of a critical thinking rubric used by a Christian liberal arts
college and compares these results with those of the California Critical Thinking Skills
This is one teacher’s personal chronicle of his quest to remain relevant as technology dramatically revolutionizes the higher education environment. The enlightening narrative of how he “flipped his classroom” traces the evolution of his pedagogic conclusions, details specific and successful implementation strategies, and documents the results of the new model, which achieved significant improvements in student engagement and mastery.