Flipped Learning is a methodology that permits teachers to execute a procedure, or numerous approaches, in the classrooms for their students.
In order to implement perfect flipped learning, teachers must include four pillars namely Flexible Environment, Learning Culture, Intentional Content and Professional Educator.
Below is a list of interesting statistics and case studies of real practices of the flipped learning model.
Evidence is building that supports a flipped model for teaching. Teachers are finding it useful as well as effective. Consider the following statistics:
– In 2012, 48% of teachers flipped at least one lesson, in 2014 it is up to 78%.
– 96% of teachers who have flipped a lesson would recommend that method to others.
– 46% of teachers researched have been teaching for more than 16 years, but are moving towards flipped classrooms.
– 9 out of 10 teachers noticed a positive change in student engagement since flipping their classroom (up 80% from 2012).
– 71% of teachers indicated that grades of their students have improved since implementing a flipped classroom strategy.
– Of the teachers who do not flip their classroom lessons, 89% said that they would be interested in learning more about the pedagogy.
In July 2013, Spartan College converted its aviation flight program curriculum from textbook style learning to a “flip-learning style.” The entire course work was redeveloped and placed on iPad only.
Discussion on the use of flipped teaching and learning techniques at Spartan College of Aeronautics and Technology in Tulsa, Oklahoma, following are the key observations:
“The combined first-time pass rate under the old, traditional learning style program was 83.9 percent, college data show. The combined first-time pass rate for the new program is 96 percent, a more than 12 percentage point increase. Overall costs of the program have been reduced for the student because every time a student failed an FAA test they would have to go back and retrain, Goertzen said.”
Teacher and administrator James Szoka writes about experiences as an administrator at a rural secondary school district in America. He observed teachers who implemented a flipped classroom with materials they designed and created. Over 250 video podcasts were made district-wide to provide content instruction.
“We performed research at that rural school to compare the effectiveness of the two delivery models of Algebra II/Trigonometry. There was a large enough sample of students to compare in a lecture delivery model and the flipped classroom model. Data was collected during the first term of the 2010-2011 school year (the test group for the flipped learning model consisted of 20 individuals and the test group for the traditional delivery method included 31 students). At the end of second semester the students in the podcasting delivery method had a GPA in their math class of 3.2/4, a B average. The students in the traditional delivery method had a GPA of 2.52/4, a C+ average. The percentage of students in the video podcasting class receiving a grade of A for the second semester was 50% whereas the percentage of students in the traditional class receiving a grade of A for the second semester was 39%.”
4.First Phase of a Flipped Classroom Pilot Produces Encouraging Results With Flip of Limited set of Lessons
“Both Quantitative and Qualitative results from the Partial Flipped Classed Pilot have been very encouraging. Average grades increased, and even better, DFW rates significantly decreased. From a qualitative perspective, 94% of students responded that they liked this approach to learning and 72% indicated that this approach “Helped [them] learn the material better”.
“At Villanova, Weinstein helped lead a pilot program for flipping engineering courses. New data from the program given to U.S. News shows the bottom third of students’ grades were more than 10 percent higher than in a traditional classroom (the difference between a D+ and a C) and more than 3 percent higher for the class as a whole (moving from a C+ to a B-).”
6. A novel integration of online and flipped classroom instructional models in public health higher education
“Using mixed-methods, we examined learning experiences and perceptions of the flipped classroom model and assessed changes in students’ self-perceived knowledge after participation in the course. We used pre- and post-course surveys to measure changes in self-perceived knowledge.”
“On a scale of 1-5 (1 = lowest rank, 5 = highest rank), the mean overall rating for the 2013 NextGenU/Flipped classroom students were 88.8% compared to 86.4% for traditional students (2011). On a scale course was 4.7/5 compared to prior years’overall ratings of 3.7 (2012), 4.3 (2011), 4.1 (2010), and 3.9 (2009).”
The study examines students’ assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel … students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it.
What stats or facts did I skip about the flipped learning? Keeps the list growing in the comments!