Article 4: Flipping the Classroom and Active Learning

Jensen, J., Kummer, T., & Godoy, P. (2014). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE-Life Sciences Education, 14, 1-12. Retrieved March 13, 2015, from http://www.lifescied.org/content/14/1/ar5.full.pdf html

Summary

In the article, Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning, authors Jamie L. Jensen, Tyler A. Kummer, and Patricia D d. M. Godoy study the effects of a flipped classroom on learning and retention.  The study set out to determine if the flipped classroom model truly shows enough significance in learning among students to be worth the time and expense to create the model.  According to the authors, “the goal of this study was to take the first step into providing such a quantitative and controlled data about the effectiveness of the flipped model. (Jensen, Kummer, Godoy, 2014)” 

The study was done at a private university in the western United States.  Students attending the university were selected carefully with the average freshman ACT score being 28.  Students chosen to participate in this study were taking a freshman level biology class that met three days a week for 50 minutes a session.  Only students who finished the class were counted in the final analysis. 

The study was done between two very controlled groups.  One class used the flipped model and the other used a traditional active learning approach.  A great deal of testing was done to make sure that the two groups were as similar as possible.  The same instructor taught both sessions, the classes were taught back to back at the same time of the day, both were also taught with the same materials in the same classroom.  Pretests measured the readiness of the students for the course and were determined extremely similar. Both classes were taught using the 5-E learning cycle, which includes the five instructional phases: engage, explore, explain, elaborate, and evaluate.  

In order to determine if the format of the course affected the students, the authors measured the effect of the learning through various ways.  Those ways included: unit exams, homework assignments, and final exam scores.  Student attitudes were also considered in the study.  The same questions on exams and homework assignments were given to both classes equally. 

At the end of the study when all of the scores were tallied, there was no significant difference in test scores between both courses.  According to the article, “This study shows that the flipped classroom does not result in higher learning gains or better attitudes over the nonflipped classroom when both utilize an active learning approach (Jensen, Kummer, Godoy, 2014).” The study proposes that the learning gains seen in the courses were a direct result of the active learning approach and not the flipped classroom format.  The study does suggest, however, that if the traditional lecture method is being used, then the flipped classroom format could be beneficial.  This is because it forces the course to utilize the active learning approach method.  

The results of the student attitudes were varied slightly.  Students in the flipped classroom actually showed a more negative opinion of the use of technology.  However, students from the flipped classroom had a better impression of the assignments and activities being assigned.  There was no significant difference in completion rate.  Although the activities in the classes were the same, both classes gave feedback saying they preferred the activities that were done with the professor available.  Regardless of the order of learning, students preferred to learn where the professor was present.
   
Reflection

I have recently been debating whether to take a flipped approach to my own classroom.  As an art teacher, I already utilize an active learning approach with my students.  According to the research, a flipped approach would not make significant gains in student learning. This is a very important factor to consider as an educator. However, I believe I will continue to pursue using the flipped model in some ways.  It may not provide gains in student growth, but it may provide me some conveniences that allow me to teach at a higher level than before.  I would like to create lesson videos to put on my website for students who are absent or parents.  My students are young and do not have access to one-to-one technology.  A full flipped approach would not work.  However, building my database of online lessons could be very beneficial to those students who need to hear the same lesson more than once to retain comprehension.  It could also be beneficial for my higher-level students who do not need my slow, meticulous teaching for them to succeed.  It allows students to work at a pace they are comfortable with.  It allows me freedom to actually work with students in small groups in order to elevate my struggling learners and push my high students.  I could create different variations of the project or lesson in a flipped format and include them in my lesson plans.  This information is very beneficial.  It now can drive the purpose for flipping my classroom.  It may not bring huge gains academically, but it should change their experience to a more positive learning atmosphere.