“Flipping” The Classroom To Explore Active Learning In A Large Undergraduate Course

Abstract

is currently a PhD Candidate in the Architectural Engineering Department at Penn State. Robert's research focuses on the improvement of team collaboration while leveraging advanced data modeling and visualization technologies for building design and construction. Robert earned his Masters in Architectural Engineering at Penn State, as well as having a background in the construction industry. In addition, Robert has also spend time working with VTT, the Technical Research Center of Finland, as a visiting scholar with their Building Informatics team. Robert's interest in Multi-Media educational methods has grown through his research into improving team collaboration through improved communication technology. He can be reached at

The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers

“…A plethora of research has been carried out regarding the implementation and efficacy of flipped classroom approach regarding various sciences (Strayer, 2007;Johnson & Renner, 2012;Szparagowski, 2014;Soliman, 2016). There is scarce research related to the implementation of flipped classroom approach in EFL education, yet there are some studies focusing on English instruction (Snowden, 2012;Baranovic, 2013;Hung, 2015;Webb & Doman, 2016) most of which are conducted in higher education (Strayer, 2007;Pierce & Fox, 2012;Ruddick, 2012;Zappe, Leicht, Messner, Litzinger Lee, 2009;Baranovic, 2013). Ahmed (2016) for example, studied the perceptions of learners on the flipped classroom approach and its impact on their writing achievement at Qassim University.…”

Blended, Flipped, and Hybrid Learning: Definitions, Developments, and Directions

“…Some research suggests that students largely prefer FL to traditional classrooms and report a high level of satisfaction with peer group‐work (Zappe et al. 2009); however, student satisfaction with FL appears to vary widely across studies (O'Flaherty and Phillips 2015).…”

Developing a Flipped Learning model for Teaching EAP Students Struggling with Multi-Level Challenges in a College Context

“…In supporting the student-centered learning, several studies (such as Millard, 2012;Baepler, Walker, & Driessen, 2014;Hung,2015;Zappe et al, 2009) reported that FL contributes to active learning through encouraging interaction, collaboration, motivation, and participation. Similarly, other studies (e.g., Day and Foley, 2006;Deslauriers and Wieman, 2011;Hung,2015;Zappe et al, 2009;Kim et al, 2014;Sams & Bergmann, 2013;Wilson, 2013) have reported the benefits of a flipped classroom in supporting students' achievement and involvement. For example, McCallum, Schultz, Sellke, and Spartz 2015, through an exploratory study, they examined the flipped classroom influence on students' performance and achievement.…”