The Flipped Classroom: A Survey of the Research

 By Wai Yan Ye Yint

Authors

Bishop, J. L., & Verleger, M. A. (2013)

Published In

ASEE National Conference Proceedings (American Society for Engineering Education), United States.

1. Brief Research Background

The flipped classroom is a teaching method where students study lesson content at home (usually through videos), and class time is used for discussion, problem-solving, and activities. Many educators believe this method can improve student learning outcomes.

However, before this study, there was limited clear evidence about how the flipped classroom affects student achievement and engagement. Bishop and Verleger (2013) reviewed existing research to understand whether flipped learning really improves student outcomes. The study aimed to examine how flipping the classroom influences academic performance, motivation, and participation.

2. Literature Review (Brief)

Previous studies show that active learning improves student understanding and engagement. Traditional lectures often limit student participation. Research suggests that when students prepare before class and use class time for interactive activities, they learn more effectively.

The flipped classroom combines online learning with active classroom learning. Some studies reported higher student satisfaction and better academic performance, but results were not always consistent. Therefore, Bishop and Verleger reviewed existing research to understand the overall impact of flipped learning on student outcomes.

3. Research Keywords

Flipped classroom

Active learning

Student engagement

Academic achievement

Student-centered learning

Instructional design

Learning outcomes

4. Research Scope

This research reviewed studies about flipped classrooms, mainly in higher education settings, especially in engineering education. The study focused on how flipped learning affects student learning outcomes such as academic performance, engagement, and satisfaction. It examined published studies that compared traditional teaching with flipped classroom methods. The research did not conduct new experiments but analyzed existing research findings.

5. Related Literature Topics

Active learning theory

Technology in education

Student engagement strategies

Student-centered teaching methods

Impact of instructional design on learning outcomes

Online learning and blended learning

Academic achievement in higher education

6. Overall Research Framework

The research framework of this study explains how the flipped classroom model influences student learning outcomes. In this model, students first learn basic content at home through videos or online materials. Then, classroom time is used for interactive activities such as discussions, group work, and problem-solving. This change in instructional design increases student engagement and active participation. Higher engagement leads to better understanding of lessons. As a result, student learning outcomes improve, including academic performance, motivation, and satisfaction. The framework shows that when students are actively involved in learning, they achieve better results than in traditional lecture-based classrooms.

7. Key Findings

The study found that the flipped classroom can improve student learning outcomes when it is used properly. Students became more engaged and active during class activities. Many students showed better understanding and sometimes higher academic performance compared to traditional classes.

Students also reported higher satisfaction because they could watch lesson videos at their own pace. However, the flipped model works best when teachers use interactive activities in class and when students prepare before coming to class.

Overall, the research shows that active and student-centered learning improves engagement and academic achievement.

Reference

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. ASEE National Conference Proceedings, Atlanta, GA, United States.