To flip or not to flip: What the evidence suggests

Abstract

A growing body of literature points to the need to rethink the traditional lecture-based teaching methodology. The flipped classroom is a pedagogical model in which students are exposed to new material outside of the classroom via lecture videos, assigned readings, or other online videos or resources while the traditional face-to-face classroom sessions are repurposed for assimilating and applying knowledge gained through discussions, hands-on activities and problem solving. The authors investigate the effectiveness of a flipped class by examining student academic performance, course content coverage, retention of students in courses, and student perception of flipped classes. The results demonstrate improved student performance, improved course retention, and positive student perception, with minimal loss of content.

Keywords:

• Academic performance
• evaluation
• flipped classrooms
• perception

Acknowledgments

The authors would like to acknowledge and thank the Center for Excellence in Teaching and Learning, of Queensborough Community College for awarding a pedagogical research grant to conduct this study. The study was conducted as per institutional research board guidelines.