Do Students Learn More from a Flip? An Exploration of the Efficacy of Flipped and Traditional Lessons

Autor/inn/en	DeSantis, Joshua; Van Curen, Rebecca; Putsch, Jake; Metzger, Justin
Titel	Do Students Learn More from a Flip? An Exploration of the Efficacy of Flipped and Traditional Lessons
Quelle	In: Journal of Interactive Learning Research, 26 (2015) 1, S.39-63 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Teaching Methods; Lesson Plans; Instructional Effectiveness; Outcomes of Education; Nontraditional Education; Conventional Instruction; Comparative Analysis; Student Attitudes; Satisfaction; Difficulty Level; Experiential Learning; Technology Uses in Education; Video Technology; Suburban Schools; Public Schools; Statistical Significance; Geometry; Mathematics Instruction; Pretests Posttests; Blended Learning; Grade 9; Grade 10; Grade 11; Maryland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Unterrichtserfolg; Lernleistung; Schulerfolg; Non-traditional education; Alternative Erziehung; Schülerverhalten; Zufriedenheit; Schwierigkeitsgrad; Experiental learning; Erfahrungsorientiertes Lernen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Public school; Öffentliche Schule; Geometrie; Mathematics lessons; Mathematikunterricht; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	Flipped lesson planning, as popularized by Bergman & Sams (2012a), has been viewed by many as a revolutionary pedagogy, tailor-made for the twenty-first century classroom. Enthusiasm for flipped lesson planning has out-paced the collection of data that might determine its effectiveness. This paper presents the results of a study that compared the learning outcomes of students who learned a geometry concept from a flipped lesson to students who learn the same concept from a traditionally taught lesson. It also compared students' perceptions of their own learning following a flipped lesson and traditionally taught lesson. Data collected during this study showed no significant differences in the learning outcomes of students who participated in a flipped lesson and students who learned in a traditionally taught lesson. Students who participated in the traditional lesson reported significantly higher satisfaction with their own learning than students who participated in the flipped lesson. These results indicate the complexity of the flipped lesson paradigm invite might invite more research aimed at determining the efficacy of flipped lesson planning in other contexts. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01