The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement

Abstract

One teaching style gaining popularity is the flipped classroom model of instruction. In this model, what generally occurs during class time, such as lectures and demonstrations, occurs at home, and assignments typically completed out of class occur during class. Currently, there is a dearth of research about the effectiveness of this instructional model. Therefore, to contribute to this line of research on the flipped classroom model of instruction, this study investigated preservice teachers’ perspectives of the flipped classroom model and examined the impact of the model on student achievement. While we found no significant differences between the flipped model and the traditional model in terms of academic achievement, we found different factors that may influence the effectiveness of this teaching model.

Additional information

Notes on contributors

Lucretia M. Fraga

Lucretia M. Fraga is the Teaching and Learning Consultant in the Faculty Center at the University of Texas at San Antonio. In this role she provides professional development in effective teaching practices to faculty, students, and staff. Her research interests include the use of mobile devices for learning and changing pedagogical practices through the use of technology with faculty in higher education. Please address correspondence to Lucretia M. Fraga, College of Education and Human Development, The University of Texas at San Antonio, One UTSA Circle, San Antonio, TX 78249, USA. E-mail: [email protected]

Janis Harmon

Janis Harmon is a professor of literacy education at the University of Texas at San Antonio. Her research interests include middle school and secondary literacy programs, vocabulary acquisition, and young adult literature.