Research Guides: Flipped Classroom Resources: Research & Trends

Research So Far

The amount of rigorous, empirical research on the effectiveness of the flipped classroom model is limited but growing (see below Yarbro, McKnight, Arfstrom, & McKnight, 2014).
In their survey of the research literature, Bishop and Verleger show that most studies conducted prior to 2013 explored student perceptions and used single-group study designs (see below Bishop and Verleger, 2013).
Lape and others reported that there had been few quasi-experimental research studies on the flipped classroom in various disciplines of higher education (see below: Studies at Harvey Mudd College, Lape et al., 2014).

Faculty Focus Special Report: Flipped Classroom Trends; A Survey of College Faculty, August 2015
Faculty Focus surveyed its readers to gain a better understanding of their views on flipped learning. The survey also sought to find out who’s flipping, who’s not, and the barriers and benefits to those who flip.
NMC Horizon Report: 2015 Higher Education Edition,
Flipped Classroom, pp. 38-39

Extension of a Review of Flipped Learning (2014)
By Yarbro et. al. from the Flipped Learning Network
Flipped Classroom: A Survey of the Research (2013)
By Jacob Lowell Bishop, Utah State University and Dr. Matthew A Verleger, Embry-Riddle Aeronautical Univ., Daytona Beach
Freeman, Scott and others (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, (111) 23, 8410-8415.
This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results support active learning as the preferred, empirically validated teaching practice in regular classrooms (8410). The authors recommend further research about which type of active learning is best suited for certain topics or student populations (8413).

Inverted Classroom Study at Harvey Mudd College - Studies and Related Papers
Lape, Levy, and Yong, professors at Harvey Mudd College, have embarked on a multi-year study of the impacts of the Flipped Learning model on student achievement in STEM courses. As of the second year of their study, they have found no significant differences in student learning between newly developed flipped classrooms and their traditional, yet interactive, lecture classes. Given their findings, these researchers highlight an important consideration for future research on the Flipped Learning model: the question isn’t whether this model is or is not effective, but rather, under what conditions can it be most effective.
An Exploratory Study Comparing the Effectiveness of Lecturing versus Team-based Learning (2015), Teaching Sociology, Onlinefirst version
Evaluation of a Flipped Classroom in an Undergraduate Business Course (2014). Business Education & Accreditation, v. 6 (1) p. 63-71, 2014. Available at SSRN: http://ssrn.com/abstract=2331035
Flipping the Classroom to Improve Student Performance and Satisfaction (2013)
Journal of Nursing Education
Wilson, Stephanie Gray (2013). The Flipped Class: A Method to Address the Challenges of an Undergraduate Statistics Course. Teaching of Psychology.