biniak - an examination of flipped learning in modern world history - action research final draft

AN EXAMINATION OF “FLIPPED LEARNING” IN MODERN WORLD HISTORY

An Examination of “Flipped Learning” in

Modern World History

MacGyver Biniak

Towson University

EDUC 734: The Teacher as Researcher

Dr. Rena Bezilla

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Abstract

This paper presents an investigation of “Flipped Learning” at Reservoir High School (RHS) in

Fulton, Maryland, and its effects on students’ educational outcomes. Interning with Matt

Gresick, a 15-year member of the Howard County Public Schools system (HCPSS), I studied the

effects a flipped classroom dynamic had on students’ grades, engagement, and motivation.

Online video lectures were designed for his Modern World History classes. Students were also

asked what they liked/disliked from the flipped classroom dynamic in comparison to the

traditional classroom environment. The goal behind this was to assess the effectiveness of

“Flipped Learning” in a high school setting.

This four-week study, which took place between the beginning of the 2nd marking period (11-4-

16) and my Intensive Teaching Experience (12-2-16), found that Flipped Learning helped

improve student performance on assignments related to the online lecture topic. 70% of students

saw an increase in performance on these assignments compared to their first quarter grades. The

results also suggested that students thought the videos were very helpful. 78% of students felt

more prepared for the upcoming unit. Students also enjoyed the increased amount of student

interaction in a flipped classroom when compared to a traditional learning environment. Most

students felt that they could be successful in a flipped classroom in the future.

Keywords: Flipped Learning, Flipped Classroom, Inverted Classroom, Technology Integration,

Video Lecture, Teaching/Learning Strategies

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Table of Contents

Introduction

Reservoir High School (RHS) opened in 2002 and is the 11th high school built in Howard

County, Maryland. Reservoir’s campus is in a complex with Fulton Elementary School, Lime

Kiln Middle School, and Cedar Lane School. The school is positioned across from farmland on

Maryland Route 216. There are also businesses and homes in the surrounding area. Some

businesses within walking distance include Harris Teeter, CVS Pharmacy, Chick-fil-a, and

Dunkin Donuts. RHS is a very diverse school; of the 1,508 students, 33.8% are Caucasian,

31.4% are African-American, 14.7% are Hispanic, 13.9% are Asian, and 5.9% are two or more

races (Reservoir HS Profile). The most recent census (2010) show that 2,049 individuals live in

Fulton but the demographics are drastically different from the Reservoir student population.

69.4% of the Fulton population is Caucasian, 14.8% is Asian, 8.8% is African-American, 4.1%

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represent two or more races, 2.5% is Hispanic, and 0.3% represent other races alone

(http://www.city-data.com/city/Fulton-Maryland.html). Of the full student population, 24.1% of

students receive free/reduced meals (FARMS), 7.2% of students receive special education

services, and less than five percent of students have limited English proficiency (Reservoir HS

Profile).

Reservoir High School promotes a safe and nurturing environment based on mutual

respect, honor, and integrity. Reservoir has 100 full-time teachers, including 68 who have a

Master’s degree and 3 or more years of school-related experience. This is slightly above the

county and state averages of 65.4% and 65.2% respectively. Students at Reservoir had an

attendance rate of 97% in 2015-16, and 94% of the class of 2015 graduated (RHS Quarterly

Data). In each quarter of the 2015-2016 school year, RHS averaged over 750 students who

earned honor roll (including 124 students who received straight A’s) (RHS Quarterly Data).

Reservoir also has many students who are enrolled in advanced courses. At the end of the 2015-

16 first quarter, 79% of students were enrolled in either an Advanced Placement (AP), Gifted &

Talented (GT), or Honors class (RHS Quarterly Data). 36% of students are enrolled in an AP

class, 46% of students are enrolled in a GT class, and 68% of students are enrolled in a GT class

(RHS Quarterly Data). Reservoir offers many opportunities for student involvement including

Project Lead the Way classes, Early Childhood/Teacher Academies, Honor Societies, Student

Government Associations (SGA), and Best Buddies. Reservoir’s Fine Arts department provides

programs in art, band, choir, and drama (RHS Profile). The school has 11 girls’ sports teams and

10 boys’ sports teams.

With such a large number of students enrolled in advanced classes, it is no surprise that

such a large number of students who decide to attend college after graduating. In the most recent

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http://www.city-data.com/city/Fulton-Maryland.html


graduating class (Class of 2015), 62.1% of graduates chose to attend a 4-year college while

28.5% chose to attend a 2-year college (RHS Profile). The remaining 10% of graduates decided

to either enlist the military, enter the labor force, or attend a specialized school/training (RHS

Profile). Parental involvement is also very promising at Reservoir. The total number of members

in the PTSA is 843. This number is over half of the student population, showing that parents are

very interested and involved at RHS.

I currently intern with Matt Gresick, a member of the RHS social studies department and

a 15-year veteran of the HCPSS. Mr. Gresick has three 50 minute classes that meet every day.

This includes two Leadership classes and one Modern World History (Honors) class. Due to the

A/B schedule, Mr. Gresick also has Modern World History classes (1 Honors, 1 Regular) that

meet every other day. Mr. Gresick also has two planning periods every day. The Leadership

classes are composed of juniors and seniors, while all students in the Modern World History

classes are juniors. Each class has between 20 and 30 students, with an even split of both males

and females.

Mr. Gresick’s classroom is in the rear of the school, outside in portable three. Seating

arrangements are organized in groups of five, allowing students to work collaboratively and

interact with one another. Several posters are on the walls, displaying Howard County’s latest

social studies policies. Mr. Gresick also has student work displayed throughout the classroom.

There are not many classroom rules but from day 1 there has been an emphasis on respecting one

another. This allows individuals to think freely and express themselves naturally in the

classroom. Recently, Howard County adopted a policy of Bring Your Own Device (BYOD),

enabling students to utilize cell phones, tablets, and laptops appropriately in the classroom. With

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technology constantly adapting and becoming more efficient, I am interested in seeing how

technology will be integrated into the classroom of the future.

Review of Literature

The literature describing studies of a flipped classroom dynamic focuses on several areas

in which online video lectures lead to positive effects for students. First, much of the literature

states that a flipped classroom leads to improvements in students’ academic achievement. For

example, McLaughlin, Roth, Glatt, Gharkholonarehe, Davidson, Griffin and Mumper (2014)

found that the flipped classroom improved students’ exam performance. This is similar to the

findings of Missildine, Fountain, Summers, and Gosselin (2013), who examined baccalaureate

nursing students and found that examinations scores were higher in a flipped classroom. In

addition, Davies, Dean, and Ball (2013) found that achievement of most students was

significantly improved in comparison to a traditional classroom setting. Enfield (2013) applied a

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flipped classroom dynamic to multiple classes at California State University Northridge. Results

showed that most students felt the instructional videos to be effective and very helpful in

learning the content.

It must be noted that not all studies found a positive effect. Kim, Kim, and Getman

(2014) conducted research on three undergraduate flipped classroom instances (Engineering,

Sociology, and Humanities) at the University of Southern California (USC). Their conclusions

found no evidence that flipped learning improved students’ grades and further research would be

needed in areas such as technology and pedagogy integration. Jensen, Kummer, and Godoy

(2014) studied the effects of active learning in both flipped and non-flipped classrooms. Data

collected in this study shows flipped and non-flipped students on an equivalent level in lower

and deep conceptual learning. Results from this study show that the flipped classroom does not

result in higher learning gains or better attitudes compared with the non-flipped classroom when

both utilize active learning

In addition to improvements in student success, the literature describes flipped learning

leading to improvements in student motivation, engagement, and interaction. Davies, Dean, and

Ball discovered that flipped classroom students are motivated to learn at their own pace. While

unable to find evidence of improved grades, Kim, Kim, and Getman concluded that flipped

learning motivates students to complete out-of-class independent work, helps to build confidence

and preparation, and promotes a healthy exchange of ideas. Similarly, Chen, Wang, Kinshuk,

and Chen (2014) found that students were satisfied with flipped classroom activities, their

attendance improved, and interactions between students were increased and enhanced.

The literature reviewed suggests that a flipped classroom dynamic leads to academic and

social benefits for students. With these results, continued research and implementation of a

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flipped classroom should be occurring nationwide. However, a majority of the studies are

conducted at colleges and universities. In addition to examining the flipped classroom dynamic

in a high school social studies classroom, it would be worth examining additional qualitative

measures. The literature examined most frequently utilized methodologies with a mixed-method

approach (quantitative and qualitative), followed by the quantitative approach. In my analysis of

flipped classroom studies, I did not find a qualitative approach that applied interviews or group

discussions.

While the literature shows positive effects of flipped learning classrooms, it currently

lacks student feedback that explores their thoughts, feelings, and emotions on the flipped

classroom dynamic. Current measures fail to determine what students like and dislike from

flipped learning in comparison to a traditional classroom. These areas will be explored in detail

in this paper by utilizing surveys, interviews, and focus group discussions. Quantitative measures

will be examined as well. First quarter grades (prior to implementation of flipped learning) will

be compared to grades while students participate in a flipped classroom dynamic. These grades

will measure the effectiveness of Flipped Learning on academic achievement.

This study includes students with Individualized Education Programs (IEP), students with

Section 504 Plans, and students who are enrolled in honors and gifted and talented (G/T)

courses. Reservoir High School is quite diverse, including students from different cultural and

socio-economic backgrounds. Students in this study help to reflect Reservoir’s diverse culture.

Students participating in this study range in academic success in the Modern World History

course during the first quarter. Several students received a “D” or “F” on their first interim

report, while others achieved academic success by receiving an “A” for their first quarter grade.

While academically successful students may not see a significant increase in their grades in

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comparison to their lower-achieving peers, they may experience other benefits. Feedback from

students of varying levels of achievement will be valuable when analyzing the data collected.

Overall, I will be entering uncharted territory given the lack of attention to these topics in the

literature.

Methodology

The purpose of this research is to determine the effects of online video lectures on high school

students, as measured both by their grades and by qualitative factors. A review of the literature

found that a flipped classroom dynamic, which integrates online video lectures, generally leads

to improvements in both students’ academic achievement and related factors such as motivation,

engagement, and interaction. These effects were observed in various studies, including those

conducted by McLaughlin, Roth, Glatt, Gharkholonarehe, Davidson, Griffin and Mumper

(2014), Missildine, Fountain, Summers, and Gosselin (2013), Davies, Dean, and Ball (2013), and

Enfield (2013); the lone exception came from Kim, Kim, and Getman (2014), who found no

evidence that filled learning improved students’ grades. As such, the primary research question

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this study aimed to answer is, “Does flipped learning in Modern World History lead to improved

outcomes for students, as measured by quantitative (grades) and qualitative (motivation,

engagement, and interaction) factors?” The secondary research questions, which was not

addressed in the literature, are “Do the effects of Flipped Learning and online video lectures

differ for students of different achievement levels?” and “What advantages and disadvantages do

high school students see in a flipped classroom dynamic in comparison to a traditional

classroom?”

Subjects & Settings

The sample is composed of any student who watched at least one online video lecture

implemented during the second marking period. This is not limited to students who have

achieved poorly or are in danger of failing the class. Like most of the studies in the literature, I

wanted to better understand how effective the flipped classroom dynamic is for students of all

ability levels. During this study, I worked with students across three classes (Modern World

History) with a total enrollment of 68 students. All students are currently in 11th or 12th grade.

Before implementation, I described my action research study to the students and told them my

expectations. Students were given the option to participate in this study. Each online lecture is

designed to enhance student learning in preparation for the upcoming unit.

Data Collection

Data collection began at the start of the 2nd marking period (11-4-16) and concluded following

my Intensive Teaching Experience (12-2-16), for a total of four weeks of data collection. Each

online lecture was designed to supplement information taught in the upcoming unit. The simplest

and most viable method of data collection is students’ grades: I collected students’ grades at the

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end of the 1st quarter. 2nd quarter grades through my ITE week (12-2-16) were also collected.

Grades from the 1st marking period would then be measured in comparison to 2nd quarter grades

to help determine the effectiveness of the online video lectures. Data to assess student

performance on assignments related to the online video lecture series will also be collected. I

plan to disaggregate students’ grades by 1st quarter achievement levels. A student who received

an “A” will be categorized into one group. Students who received a “B” or “C” will also be

categorized into their own group. As the primary research question concerns the effect of flipped

learning on students’ grades, this is a logical starting point.

I also plan to survey students to better understand the qualitative effects, such as

motivation, engagement, and interaction. While there were several ways to collect this data, I felt

that an online survey was most appropriate. At the end of each online lecture, students were

asked to complete a short, 10-question survey (SurveyMonkey.com). I believe that this method is

the best way for students to collect responses because students are completing the survey

immediately after finishing the lecture. Reducing the amount of time between the lecture and the

survey helps to keep the information fresh in each student’s mind, ensuring that students provide

the most appropriate response. This method allows for students to complete the survey without

feeling pressured to finish quickly. Each question asked students to select the answer that best

applies while giving students a range of options to choose from (ex. Very helpful, somewhat

helpful, not helpful). Some of my survey questions were taken from Jacob Enfield’s (2013) study

on flipped learning at California State University, Northridge. These questions ask students about

the effectiveness and appropriateness of the videos, as well as how long the process took students

to complete. Students were also asked about the difficulty of the content, if they faced any

technological issues, and what technological device was used. A comment section allowed for

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students to share any points of confusion as well. This survey is an effective way to collect

inquiry data. The entire survey can be seen in Appendix A: Teacher Artifacts.

The third and final method of data collection will consist of interviews and small group

discussions conducted after my ITE lessons. During this process, students will be asked their

likes/dislikes of the lectures, its impact on learning/comprehending material, and their thoughts

on a flipped classroom dynamic compared to a traditional classroom setting. Interviewing

participants will occur through a semi-structured process. I will begin with broad questions and

let the interview proceed on its own course. Planned questions for the interview include “What

features of the online video lecture series did you enjoy?”, “What features of the online video

lecture series could be improved?”, “What features of the Flipped Learning dynamic did you

enjoy in comparison to a traditional classroom?”, and “Do you see yourself being successful in a

Flipped Classroom in the future?”

Data Analysis

As was stated earlier, I will compare students’ 1st and 2nd quarter grades to determine the

effectiveness of the flipped classroom dynamic on academic performance. Data will also be

collected to identify student performance on assignments related to the video lectures.

Disaggregated data will compare students of different achievement levels (“A” Students, “B”

Students, “C” Students) based on first quarter grades. This will help to show the effects of

Flipped Learning on a group of diverse learners.

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With regard to surveys, interviews, and group discussions, I will examine both

quantitative and qualitative data. Each survey will be anonymous to ensure that bias is minimal.

Quantitative measures will be analyzed to determine how students responded to each question

and if there were trends in the data. Each survey allows students to share their thoughts of the

lecture as well. Regarding interviews and group discussions, I will examine qualitative data.

When interviewing students, I will record the responses to better understand students’ thoughts

and preferences. Student responses during the interviews and group discussions will help

determine student feelings on the Flipped Learning dynamic.

Findings

This section summarizes the results from my four-week study to determine the effects of

flipped learning in a high school Modern World History classroom. A total of 30 students

watched at least one online lecture during this study. I used three methods of data collection:

analysis of students’ grades, surveys to complete following the lecture, as well as interviews and

group discussions following the study. Students’ 1st quarter grades were collected to provide a

baseline for each student. Several methods of data collection were utilized to assess student

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performance during the online lecture series. The first method calculated each student’s overall

grade for the second marking period (through 12-2-16). Every 2nd quarter assignment was

encompassed in this measurement, including the National History Day (NHD) project that

students will work on throughout the school year. Student performance on assignments related to

the online video lectures (Protestant Reformation, Muslim Empires, and the Agricultural &

Industrial Revolutions) was also measured.

Table 1 displays the change in students’ overall grades from the 1st quarter to the 2nd

quarter (as of 12-2-2016). Grades are reported as a percentage out of 100. Both 1st and 2nd quarter

grades include classwork, homework quizzes, and National History Day assignments for Mr.

Gresick’s Modern World History classes.

Table 1: Student Grades (1st Quarter & 2nd Quarter)

Student Initials(30 Total Students)

1st Quarter Grade

2nd Quarter Grade (as of 12-2-2016)

Change in Performance from 1st

Quarter to 2nd

QuarterHL 72.6% 51% -21.6PA 80.3% 55.2% -25.1AC 74.4% 66.1% -8.3KC 77.4% 75.2% -2.2AL 84.8% 76.1% -8.7RP 73.2% 61.7% -11.5AR 79.8% 49.1% -30.7CW 84.9% 74.5% -10.4NY 94% 87.8% -6.2SB 84.8% 67.2% -17.6JB 83.1% 87.3% +4.2DC 75.7% 73.1% -2.6

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JD 82.4% 78.8% -3.6AE 75.5% 81.8% +6.3GF 92.8% 99.4% +6.6JGo 87.4% 67.4% -20JGr 71.7% 74.8% +3.1KG 79.2% 44.9% -34.3BH 79.6% 82.3% +2.7TK 76.6% 66.4% -10.2NL 83.1% 63.5% -19.6CM 81.2% 85.5% +4.3JM 75.4% 61.8% -13.6MN 85.9% 76.8% -9.1NP 82.6% 35.4% -47.2TP 71.7% 62.2% -9.5YS 79.2% 79.6% +0.4SS 90.9% 84.2% -6.7DT 85.4% 57.1% -28.3

WW 74.3% 59.8% -14.5Average 80.7% 69.5% -11.2

On average, students’ 2nd quarter grades (as of 12-2-2016) were 11.2 percentage points lower

than 1st quarter grades. 23 of the 30 students who participated in the online lecture series saw

their grades decline in the second quarter. 14 of these students also saw their grades drop at least

10 percentage points. Seven students saw an increase in their grades, although none increased

their grades by more than 6.6 percentage points. The average 1st quarter grade for students

participating in the study was a “B-” (80.7%). The average 2nd quarter grade (as of 12-2-16) was

a “D+” (69.5%).

The information from Table 1 is displayed visually in Figure 1 below. The orange bars represent

students’ 1st Quarter grades while the blue bars represent students’ 2nd Quarter grades. Student

grades are also shown at the bottom of the chart

Figure 1: Comparison of Students’ Grades (1st Quarter & 2nd Quarter)

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HL AC AL AR NY JB JD GFJG

R BH NL JM NP YS DT0

10

20

30

40

50

60

70

80

90

100

1st & 2nd Quarter GradesSt

uden

t Gra

de

Table 2 displays student performance during the 1st quarter in comparison to their performance

during the online lecture series. The three online lectures focused on the Protestant Reformation,

Muslim Empires, and the Agricultural and Industrial Revolutions. Each unit had several

assignments to assess student learning and data was collected to identify student performance.

An average for each student was compiled based on the data collected. This average helps to

show student performance during the online lecture series.

Table 2: Student Grades (1st Quarter & During Flipped Learning/Online Lecture Study)

Student Initials(30 Total Students)

1st Quarter GradePerformance

During Lecture Series

Change in Performance

Between 1st Q & During Online Lecture Series

HL 72.6% 52.7% -19.9PA 80.3% 98.4% +18.1

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AC 74.4% 50.9% -23.5KC 77.4% 89.2% +11.8AL 84.8% 100% +15.2RP 73.2% 60% -13.2AR 79.8% 60% -19.8CW 84.9% 98.4% +13.5NY 94% 98.4% +4.4SB 84.8% 92% +7.2JB 83.1% 83.3% +0.2DC 75.7% 84.6% +9.1JD 82.4% 84.6% +2.2AE 75.5% 81.5% +6GF 92.8% 100% +7.2JGo 87.4% 100% +12.6JGr 71.7% 66.1% -5.6KG 79.2% 67.6% -11.6BH 79.6% 98.4% +18.8TK 76.6% 49.2% -27.4NL 83.1% 95.3% +12.2CM 81.2% 93.8% +12.6JM 75.4% 95.3% +19.9MN 85.9% 95.3% +9.4NP 82.6% 50.9% -31.7TP 71.7% 87.6% +15.9YS 79.2% 96.9% +17.7SS 90.9% 90.7% -0.2DT 85.4% 87.6% +2.2

WW 74.3% 87.6% +13.3Average 80.7% 83.3% +2.6

As stated earlier, the average 1st quarter grade for students participating in the study was a “B-”

(80.7%). Based on data collected, student performance on assignments related to the online video

lectures was an 83.3%. On average, student performance on these assignments series was 2.6

percentage points higher than their first quarter grade. 21 of the 30 students performed at a

higher level on assignments related to the online video lectures in comparison to their 1st quarter

grades. This includes 12 students whose performance increased by at least 10 percentage points.

Nine students saw a decrease in their performance during the lecture series, including seven

whose performance dropped by at least 10 percentage points.

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The information from Table 2 is displayed visually in Figure 2 below. The orange bar chart

represents student grades during the 1st quarter while the blue line graph represents student

performance during the study. The area between the bar chart and the line graph helps to show a

student’s change in performance between the 1st quarter and the online lecture series. If the blue

line is above the bar chart, the student saw an improvement in their grades during the online

lecture series. If the bar chart is higher than the blue line, student performance regressed.

Figure 2: Comparison of Students’ Grades

(1st Quarter & Performance During Lecture Series)

HL AC AL AR NY JB JD GFJG

R BH NL JM NP YS DT0

10

20

30

40

50

60

70

80

90

100

Student Performance During the Online Lecture Series in Comparison to 1st Quarter Grades

Stud

ent P

erfo

rman

ce

In addition to examining students’ grades, I surveyed all students to get their feedback

related to my online video lectures. The survey consisted of 10 questions and was given to a total

of 30 students. A copy of a blank survey is included in Appendix A: Teachers Resources; student

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completed copies are included in Appendix B: Student Resources. Figures 3-12 compiles data

from student survey responses. Each figure represents one question from the survey.

Figure 3: Online Lecture Effectiveness to Assist Student Learning

73%27%

Question 1: How effective did you find the instructional videos in helping you learn?

VERY HELPFULSOMEWHAT HELPFUL

Question 1 inquired about the effectiveness of the lecture videos on the learning process.

Students were asked “How effective did you find the instructional videos in helping you learn?”

and were given three answers to choose from (very helpful, somewhat helpful & not helpful).

The majority of students who completed the survey saw the online videos as very helpful. 73%

of students who participated in the survey saw the videos as “very helpful” in the learning

process while 27% said that the videos were “somewhat helpful”. It is interesting to note that not

a single student saw online video lectures as “not helpful”.

Figure 4: Student Engagement/Interest During Online Lecture

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48%42%

10%

Question 2: I found the content of the videos to be...

VERY ENGAGING/INTERESTINGSOMEWHAT ENGAGING/INTERESTINGNOT INTERESTING

Question 2 inquired about the level of engagement students felt while participating in the lecture.

Students were asked to respond to the following prompt “I found the content of the videos to

be…” Students were given three answers to choose from (very engaging/interesting, somewhat

engaging/interesting & not interesting). Most students thought that the videos were “very

engaging/interesting.” 48% of students who participated in the survey thought the content of the

videos were “very engaging/interesting” while 42% said that the videos were “somewhat

engaging/interesting.” 10% of students thought the online video lectures were “not interesting.”

Figure 5: Online Lecture Content Difficulty

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3%

87%

10%

Question 3: I found the content of the video to be...

TOO DIFFICULT APPROPRIATELY CHALLENGINGTOO EASY

Question 3 inquired about the difficulty of the content for the video lectures. Students were given

the same prompt (“I found the content of the videos to be…”) but were given different answers

to select from (too difficult, appropriately challenging & too easy). A large majority of students

thought that the videos were “appropriately challenging”, with 87% of students selecting that

response. 10% of students thought the online video lectures were “too easy”, and 3% of students

thought the content was too difficult.

Figure 6: Time Elapsed During Online Lecture & Note-Taking

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32%

61%

6%

Question 4: How long did the video lecture and note-taking process take you?

10 Minutes or less 11-20 Min20+

Question 4 inquired about the length of time the process took them. Students were asked “How

long did the video lecture and note-taking process take you?” and three choices were given (10

minutes or less, 11-20 minutes & 20+ minutes). The lecture and note-taking process took the

majority (61% of students) between 11 and 20 minutes to complete. 32% of students said that the

process took 10 minutes or less to complete, while it took at least 20 minutes to complete the

process for 7% of students.

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Figure 7: Student Evaluation of Lecture Duration

16%

81%

3%

Question 5: How appropriate did you find the length of these videos?

TOO LONG APPROPRIATE DURATIONTOO SHORT

Question asked students “How appropriate did you find the length of these videos?” Three

choices were given (too long, appropriate duration & too short). The majority of students (81%)

felt that the length of the videos was an “appropriate duration”. 16% of students thought the

video was “too long”, while 3% of students thought the length of the videos was “too short”.

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Figure 8: Technology Utilized to Watch the Online Lecture

13%

84%

3%

Question 6: What device did you use for the video lecture?

SMARTPHONE COMPUTERTABLET

Question 6 inquired about the technology utilized to complete the lecture process. Students were

asked “What device did you use for the video lecture?” and three choices were given

(smartphone, computer & tablet). Most students (84%) used a computer to watch the online

lecture. 13% of students used a smartphone to complete the lecture process, while 3% used a

tablet.

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Figure 9: Student Evaluation of Working on Own Time

48%45%

6%

Question 7: Did you find working on your own time helpful in learning the content?

VERY HELPFUL SOMEWHAT HELPFULNOT HELPFUL

Question 7 inquired about students being able to watch the lecture on their own time, asking

students “Did you find working on your own time helpful in learning the content?” Three

choices were given (very helpful, somewhat helpful & not helpful). Most students who

completed the survey saw the online videos as very helpful. 48% of students who participated in

the survey saw working on their own time as “very helpful” while 45% said working on their

own time was “somewhat helpful”. 7% of students said that working on their own time was “not

helpful”.

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Figure 10: Technical Issues & Its Impact on Student Learning

10%

39%52%

Question 8: How did technical issues (streaming, down-loading, accessing from various devices, etc.) of watching

the videos affect your learning?

NEGATIVELY IMPACTED MY LEARNINGANNOYING AT TIMES BUT DID NOT IMPACT MY LEARNINGNOT ANNOYING & DID NOT IMPACT LEARNING

Question 8 inquired about technical issues during the lecture process. Students were asked,

“How did technical issues (streaming, downloading, accessing from various devices, etc.) of

watching the videos affect your learning?”. Students were given three answers to select from

(technical issues negatively impacted my learning, technical issues were annoying at times but

did not impact my learning & technical issues were not annoying and did not impact my

learning). The majority of students (51%) said that technical issues were not annoying and did

not impact their learning. 39% of students who participated in the survey said technical issues

were annoying at times but did not impact their learning. 10% of students said that technical

issues negatively impacted their learning.

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Figure 11: Student Confusion During Video Lecture

10%

74%

16%

Question 9: Were there points during the lecture where you were confused or need further explanation?

YES NOUNSURE

Question 9 inquired about points of confusion during the lecture, asking students “Were there

points during the lecture where you were confused or need further explanation?” Three choices

were given (yes, no & unsure). Students who responded yes could voice their concern in a

comment box. The majority of students (74%) did not need further explanation following the

lecture. 16% of students were unsure if they needed further explanation and 10% of students

needed further explanation following the lecture.

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Figure 12: Student Feelings on Preparation for Upcoming Unit

77%

3%19%

Question 10: Do you feel better prepared for upcoming lessons on this subject?

YES NO UNSURE

Question 10 looked to see if the video lecture had any effect on student preparation, asking

students “Do you feel better prepared for the upcoming lessons on this subject?”. Students were

given three choices (yes, no & unsure). The majority of students (78%) felt more prepared for the

upcoming unit. 19% of students were unsure if they were better prepared for future lessons. Only

3% of students said they were no more prepared for the impending lessons because of the video

lecture.

28


Disaggregated Data Categorized by Achievement Level (1st Quarter Grade)

[70%-79% “C” Student, 80%-89% “B” Student, 90%-100% “A” Student]

Table 3 displays the overall change in grades for “C” students from the 1st quarter to the 2nd

quarter (as of 12-2-16). These students are categorized as “C” students because they received a

1st quarter grade between a 70% and 79%. Grades are reported as a percentage out of 100. Both

1st and 2nd quarter grades include classwork, homework quizzes, and National History Day

assignments for Mr. Gresick’s Modern World History classes.

Table 3: “C” Students’ 1st & 2nd Quarter Grades

“C” Student Initials

(15 Students)

1st

Quarter Grade

2nd Quarter Grade

(as of 12-2-2016)


from 1st

Quarter to 2nd

QuarterHL 72.6% 51% -21.6AC 74.4% 66.1% -8.3KC 77.4% 75.2% -2.2RP 73.2% 61.7% -11.5AR 79.8% 49.1% -30.7DC 75.7% 73.1% -2.6AE 75.5% 81.8% +6.3JGr 71.7% 74.8% +3.1KG 79.2% 44.9% -34.3BH 79.6% 82.3% +2.7TK 76.6% 66.4% -10.2JM 75.4% 61.8% -13.6TP 71.7% 62.2% -9.5YS 79.2% 79.6% +0.4

WW 74.3% 59.8% -14.5Average 75.7% 66% -9.7

On average, “C” students’ 2nd quarter grades (as of 12-2-2016) were 9.7 percentage points lower

than 1st quarter grades. 11 of the 15 “C” students who participated in the online lecture series

29


saw their grades decline in the 2nd quarter. Seven of these students also saw their grades drop at

least 10 percentage points. Four “C” students saw an increase in their grades, although none

increase their grades by more than 6.3 percentage points. The average 1st quarter grade for these

students was a 75.7%. On average, 2nd quarter grades for these students was a 66%.

The information from Table 3 is displayed visually in Figure 13 below. The blue line represents

“C” students’ 1st Quarter grades while the orange line represents “C” students’ 2nd Quarter grades

(through 12-2-16).

Figure 13: Comparison of “C” Students’ Grades (1st Quarter & 2nd Quarter)

HL AC KC RP AR DC AE JGR KG BH TK JM TP YS WW40

50

60

70

80

90

100

"C" Students' 1st & 2nd Quarter Grades

1ST Q GRADE 2ND Q GRADE

30


Table 4 displays academic performance of “C” students during the 1st quarter and compares it to

their performance during the online lecture series. The online lecture series included three units.

Each unit had several assignments to assess student learning. Data to identify student

performance was collected. An average for each student was compiled based on the data

collected. This average helps to show how lower-achieving student performed during the online

lecture series.

Table 4: “C” Students’ Grades (1st Quarter & During Flipped Learning Lecture Series)

“C” Student Initials

(15 Total Students)

1st Quarter Grade

Performance During Lecture Series

Change in Performance Between 1st Q

& During Online Lecture Series

HL 72.6% 52.7% -19.9AC 74.4% 50.9% -23.5KC 77.4% 89.2% +11.8RP 73.2% 60% -13.2AR 79.8% 60% -19.8DC 75.7% 84.6% +9.1AE 75.5% 81.5% +6JGr 71.7% 66.1% -5.6KG 79.2% 67.6% -11.6BH 79.6% 98.4% +18.8TK 76.6% 49.2% -27.4JM 75.4% 95.3% +19.9TP 71.7% 87.6% +15.9YS 79.2% 96.9% +17.7

WW 74.3% 87.6% +13.3Average 75.7% 75.2% -0.5

As stated earlier, the average 1st quarter grade for “C” students participating in the study was a

75.7%. Based on data collected, student performance on assignments related to the online video

lectures was a 75.2%. On average, “C” student’s performance on these assignments series were

31


0.5 percentage points lower than their first quarter grade. Interestingly, eight of the 15 students

performed at a higher level on the assignments related to the online video lectures in comparison

to their 1st quarter grades. This includes five students whose performance increased by at least 10

percentage points. Seven students saw a decrease in their performance during the lecture series,

including six whose performance dropped by at least 10 percentage points.


“C” students’ grades during the 1st quarter while the orange line graph represents “C” student’s

performance during the study. The area between the two lines helps to show the change in

student performance between the 1st quarter and the online lecture series.



HL AC KC RP AR DC AE JGR KG BH TK JM TP YS WW40

50

60

70

80

90

100

"C" Students' 1st Quarter Grades Compared to Per-formance During Flipped Learning

1ST Q GRADEFLIPPED LEARNING PERFORMANCE

32


Table 5 displays the overall change in grades for “B” students from the 1st quarter to the 2nd

quarter (as of 12-2-16). These students are categorized as “B” students because they received a

1st quarter grade between an 80% and 89%. Grades are reported as a percentage out of 100. Both



Table 5: “B” Students’ Grades (1st Quarter & 2nd Quarter)

“B” Student Initials

(12 Students)

1st

Quarter Grade

2nd Quarter Grade

(as of 12-2-2016)


from 1st

Quarter to 2nd

QuarterPA 80.3% 55.2% -25.1AL 84.8% 76.1% -8.7CW 84.9% 74.5% -10.4SB 84.8% 67.2% -17.6JB 83.1% 87.3% +4.2JD 82.4% 78.8% -3.6

JGo 87.4% 67.4% -20NL 83.1% 63.5% -19.6CM 81.2% 85.5% +4.3MN 85.9% 76.8% -9.1NP 82.6% 35.4% -47.2DT 85.4% 57.1% -28.3

Average 83.8% 68.7% -15.1

On average, “B” students’ 2nd quarter grades (as of 12-2-2016) were 15.1 percentage points

lower than 1st quarter grades. 10 of the 12 “B” students who participated in the online lecture

series saw their grades decline in the second quarter. Seven of these students saw their grades

drop by at least 10 percentage points. Only two “B” students saw an increase in their grades,

increasing by 4.2 and 4.3 percentage points respectively. The average 1st quarter grade for “B”

33


students participating in the study was an 83.3%. The average 2nd quarter grade (as of 12-2-16)

for these students was a “D+” (68.7%).


students’ 1st Quarter grades while the orange line represents students’ 2nd Quarter grades.


PA AL CW SB JB JD JGO NL CM MN NP DT30

40

50

60

70

80

90

100

"B" Students' 1st & 2nd Quarter Grades

1ST Q GRADE 2ND Q GRADE

34


Table 6 displays academic performance of “B” students during the 1st quarter and compares it to

their performance during the online lecture series. Data was collected to identify student

performance during the lecture series. An average for each student was compiled based on the

data collected. This helps to show how students at different achievement levels performed during

the online lecture series.

Table 6: “B” Students’ Grades (1st Quarter & During Flipped Learning Lecture Series)

“B” Student Initials

(12 Total Students)

1st Quarter Grade


Change in Performance Between 1st Q

& During Online Lecture Series

PA 80.3% 98.4% +18.1AL 84.8% 100% +15.2CW 84.9% 98.4% +13.5SB 84.8% 92% +7.2JB 83.1% 83.3% +0.2JD 82.4% 84.6% +2.2

JGo 87.4% 100% +12.6NL 83.1% 95.3% +12.2CM 81.2% 93.8% +12.6MN 85.9% 95.3% +9.4NP 82.6% 50.9% -31.7DT 85.4% 87.6% +2.2

Average 83.8% 90.0% +6.2As stated earlier, the average 1st quarter grade for “B” students participating in the study was an

83.8%. Based on data collected, student performance on assignments related to the online video

lectures was a 90.0%. On average, “B” student’s performance on these assignments series was

6.2 percentage points higher than their first quarter grade. Interestingly, 11 of the 12 “B” students

performed at a higher level on the assignments related to the online video lectures in comparison

35


to their 1st quarter grades. This includes six students whose performance increased by at least 10

percentage points. Only one “B” student saw a decrease in their performance during the lecture

series. Their performance dropped by 31.7 percentage points.


“B” students’ grades during the 1st quarter while the orange line graph represents “B” student’s

performance during the study. The area between the two lines helps to show the change in

student performance between the 1st quarter and the online lecture series.



PA AL CW SB JB JD JGO NL CM MN NP DT40

50

60

70

80

90

100

"B" Students' 1st Quarter Grades Compared to Performance During Flipped Learning

1ST Q GRADEFLIPPED LEARNING PERFORMANCE

36


Table 7 displays the overall change in grades for “A” students from the 1st quarter to the 2nd

quarter (as of 12-2-16). These students are categorized as “A” students because they received a

1st quarter grade between a 90% and 100%. Grades are reported as a percentage out of 100. Both



Table 7: “A” Students’ Grades (1st Quarter & 2nd Quarter)

“A” Student Initials(3 Total

Students)

1st

Quarter Grade

2nd Quarter Grade

(as of 12-2-16)


from 1st

Quarter to 2nd

Quarter

NY 94% 87.8% -6.2GF 92.8% 99.4% +6.6SS 90.9% 84.2% -6.7

Average 92.5% 90.5% -2

On average, “A” students’ 2nd quarter grades (as of 12-2-2016) were 2 percentage points lower

than 1st quarter grades. Two of the three “A” students who participated in the online lecture

series saw their grades decline. The two “A” students’ grades declined by 6.2 and 6.7 percentage

points respectively. The other “A” student saw an improvement in their 2nd quarter grade by 6.6

percentage points. The average 1st quarter grade for an “A” student participating in the study was

a 92.5%. These students averaged to a 90.5% in their 2nd quarter grade.

37


The information from Table 7 is displayed visually in Figure 17 below. The blue bars represent

“A” students’ 1st Quarter grades while the orange bars represent “A” students’ 2nd Quarter grades

(through 12-2-16).


NY GF SS75

80

85

90

95

100

"A" Students' 1st & 2nd Quarter Grades

1st Q Grade 2ND Q Grade

38


Table 8 displays academic performance of “A” students during the 1st quarter and compares it to

their performance during the online lecture series. Data to identify student performance during

the online lecture series was collected. An average for each student was compiled based on the

data collected. This helps to show how high-achieving students performed during the online

lecture series.

Table 8: “A” Students’ Grades (1st Quarter & During Flipped Learning Lecture Series)

“A” Student Initials(3 Total

Students)

1st Quarter Grade


Change in Performance Between 1st

Q & During Online Lecture Series

NY 94% 98.4% +4.4GF 92.8% 100% +7.2SS 90.9% 90.7% -0.2

Average 92.5% 96.4% +3.9

As stated earlier, the average 1st quarter grade for “A” students participating in the study was a

92.5%. Student performance on assignments related to the online video lectures was a 96.4%. On

average, “A” student’s performance on these assignments series were 3.9 percentage points

higher than their first quarter grade. Two of the three “A” students performed better during the

online lecture series in comparison to their 1st quarter grade. These students performed 7.2 and

4.4 percentage points respectively. One “A” student saw a decline in performance during the

online lecture series. Their grade decreased by only 0.2 percentage points.

39


The information from Table 8 is displayed visually in Figure 18 below. The blue bars represent

“A” students’ 1st Quarter grades while the orange bars represent “A” student’s performance

during the online lecture series.

Figure 18: Comparison of Student Grades


NY GF SS86

88

90

92

94

96

98

100

"A" Students' 1st Quarter Grades Compared to Performance During Flipped Learning

1ST Q Grade FLIPPED LEARNING PERFROMANCE

40


The final data collection tool was interviews and group discussions. The semi-structured

interview process allowed for students to answer my specific questions while still having the

freedom to express their own opinions. The four planned questions that were asked during the

interview include “What features of the online video lecture series did you enjoy?”, “What

features of the online video lecture series could be improved?”, “What features of the Flipped

Learning dynamic did you enjoy in comparison to a traditional classroom?”, and “Do you see

yourself being successful in a Flipped Classroom in the future?”

Each interview was relatively short in nature but still allowed students explain their

answers. Group discussions took a similar approach. The following section summarizes the key

points students had during my interviews and discussions. Each key point has a number

associated with it. This represents the number of students who mentioned that in their feedback.

Table 9 displays student responses to the question “Do you see yourself being successful in a

Flipped Classroom in the future?”

FEATURES ENJOYED

Visual Learner/Visually Appealing - 10

Easy to Understand - 5

Commentary - 5

Simplicity - 3

Ability to Rewind - 2

Facts & Main Points Introduced - 2

41


FEATURES TO IMPROVE UPON

Links on PPT - 4

Enthusiasm - 3

Less Information/Spacing on Slides - 3

Music/Audio - 2

Creativity - 1

Streamlined Process for PPT – 1

ENJOY IN COMPARISON TO TRADITIONAL CLASSROOM

Increased Amount of Interaction with Classmates - 7

Complete on Own Time/Pace - 5

Increased Number of Visuals - 4

Engagement - 2

Ease of Presented Materials - 1

SUCCESSFUL IN A FLIPPED CLASSROOM IN THE FUTURE

Table 9: Do You See Yourself Being Successful in a Flipped Classroom in the Future

YES NO14 4

42


Discussion

Although much of the literature, such as McLaughlin et al. (2014) and Enfield (2013),

found that a flipped classroom leads to improvements in student achievement, I did not observe

this universal improvement in all students. However, I also did not find that flipped learning had

a minimal effect on students’ grades like Kim, Kim, and Getman (2014). Rather, students who

participated in my flipped learning study experienced a range of results. Some students improved

in their grades while others experienced significant declines in achievement. Most students’

second quarter grades declined in comparison to their first quarter grades. It is interesting to note

that the majority of students saw an improvement in their grades on assignments related to the

online lecture series.

The overall decline of 11 percentage points in students’ average grades during the second

quarter suggests that Flipped Learning does not necessarily lead to improvement in student

achievement. However, it is essential to understand these results within their proper context.

Since the study only lasted four weeks, a limited number of assignments entered the grade book.

Grades in Mr. Gresick’s classroom include classwork, quizzes, and National History Day

assignments. Students have been given National History Day assignments throughout the school

year. In the second quarter, students were asked to complete an annotated bibliography. While

some students completed this assignment satisfactorily, many students performed poorly.

Observations during my student teaching experience also show that many students struggle

immensely with the bi-weekly quizzes. The limited amount of assignments and the poor

performance of students help to show why the majority of student grades declined during the

second quarter.

43


While these grades may not reflect the benefits of Flipped Learning, other data helps to

show that student achievement is increased in a flipped classroom dynamic. Student achievement

on assignments related to the lecture series was also considered. Data analysis helps to show that

the majority of students performed at a higher level in comparison to their first quarter grade.

Assignments that are not related to the lecture series are not included in this measurement. This

is a more accurate assessment of student achievement during Flipped Learning because the

assignments test the materials introduced during the online video lectures.

As stated earlier, 21 of the 30 students performed at a higher level during the lecture

series (in comparison to their first quarter grade). Of the nine students who did not improve

during the online lecture series, six students failed to turn in an assignment and received a zero.

These zeros had a drastic impact on students’ grades. In addition, two students received a 50% or

less on one assignment. This also had a large impact on their average grade on assignments

related to the online lecture series. The final student who did not improve their grade during the

lecture series saw their grade decrease by only 0.2 percentage points. Even with six students

failing to complete an assignment, performance improved by an average of 2.6 percentage

points. This data helps to show that students saw an improvement when Flipped Learning was

implemented.

Students in this study were categorized based on their first quarter grade. “C” students

were represented the highest in this study (15 of 30 students). On average, these students saw a

decrease in performance during the lecture series. While the average grade decreased by 0.5

percentage points, the majority of “C” students saw an increase in their grades. It must also be

noted that seven of the eight students who received a 50% or less on one of their assignments

was a “C” student. These grades hurt the average grade of “C” students dramatically. If all

44


students turned in all assignments, the data would better show Flipped Learnings impact on “C”

students. “C” students who completed all assignments raised their grade an average of 10

percentage points. This helps to show that students of lower achievement levels benefit from the

Flipped Learning dynamic.

“B” students were most successful during the online lecture series. 11 of the 12 students

saw an increase in their performance, and the average grade increased by 6.2 percentage points.

The student who did not increase their grade failed to turn in an assignment; this hurt their grade

dramatically. Eight of the 12 “B” students performed at an “A” level during the online lecture

series. Based on this data, “B” students benefitted the most from Flipped Learning. Only three

“A” students were represented in this study. These students also saw an increase in performance

during the lecture series (3.9 percentage points). These statistics help to show that higher-

achieving students also benefit academically from the Flipped Learning dynamic.

While the quantitative data shows that student performance increases when video lectures

are implemented, it should be noted that these lectures do not fully prepare students for each

lesson. Students are continuing to learn new material in every lesson. Classroom activities in this

study were also very different from what students experienced during the first quarter. Students

often worked in a collaborative learning experience. This could influence students grades during

the study. While this data helps show that students of different achievement levels can benefit in

a flipped classroom, qualitative measures must be examined to fully determine its benefits.

A number of interesting deductions were gained from the surveys. First and foremost, the

surveys confirmed the findings of Kim, Kim, and Getman (2014) that found students more

confident and better prepared for the upcoming unit when exposed to Flipped Learning. 73% of

students thought the videos were very helpful and 78% felt more prepared for the upcoming unit.

45


The survey also confirms the findings of Davies, Dean, and Ball (2013) that flipped classroom

students are motivated to learn at their own pace. 48% of students saw working on their own

time as “very helpful” while 45% said working on their own time was “somewhat helpful.”

Additional findings help to show that most students completed the lecture and note-taking

process in 11-20 minutes. Most students felt that the videos were an appropriate duration and

were appropriately challenging. Students also felt that the videos were very engaging.

Interviews and group discussions helped me to better understand students’ feelings of the

flipped classroom dynamic. One of the main findings from the interview was that many students

are visual learners. Students enjoyed the simplicity of the lectures and thought they were easy to

understand. The lecture helped students to learn the subject, and the ability to rewind and replay

the material was also beneficial. The finding that stood out the most was that nearly 80% of

students thought they could be successful in a flipped classroom in the future.

Students also talked about features of the flipped classroom that can be improved upon.

Students thought the lectures lacked creativity and enthusiasm. Students suggested adding music

or additional audio during the lecture. Students shared that the PowerPoints can also be improved

upon. Students said some of the digital content added to the presentations did not work. Students

also expressed that they would like to see less information on each slide. Sharing this

information will help me to adjust future online video lectures in my flipped classroom.

Students enjoyed the increased amount of interaction with classmates in a flipped

classroom in comparison to a traditional classroom. Students also liked that they could complete

the video lecture at their own pace and on their own time. Students liked the increased number of

visuals presented and believed that they were more engaged in the classroom. These findings

help to show what students like in a flipped classroom dynamic.

46


Conclusion

Overall, I thought my action research project went relatively well. Prior to this, I had very

little experience with Flipped Learning. I also did not have any experience integrating audio into

PowerPoint presentations. Although I had limited experience with this technology, I was able to

integrate my video lectures effectively. While I am not the teacher, the rapport I have with my

students allowed me to effectively communicate face-to-face with all participants.

Communication with my students could have been better. Being a student-teacher, I did not have

access to the Canvas learning management system. This restricted me from posting the online

lectures on my own. To complete the process, I had to email my mentor teacher with my

presentation and he had to post it online. Having access to Canvas would have allowed me to

post my presentations earlier. This would have allowed me to communicate with my students

electronically.

While this study helps to assess student learning and feelings for a flipped classroom,

there are also limitations. The study only lasted four weeks, so the sample size is limited. Future

studies should implement a longer study to better understand the effects of Flipped Learning.

This study also failed to assess student learning through a test. Assessing student knowledge

through a test would help to determine if students retain knowledge better in a flipped classroom.

Future studies in elementary and secondary school should be conducted to better understand the

effects of a flipped classroom outside of a university setting.

47


Appendix A: Teacher Artifacts

This section includes a blank copy of the survey that was given to all students participating in the study. These surveys help to determine the effectiveness of a Flipped Classroom dynamic in a high school Modern World History class.

See Appendix B for a sampling of student responses to the survey

Also, included in this section are screenshot copies of each PowerPoint presentation.

Martin Luther & the Protestant Reformation Muslim Empires Agricultural & Industrial Revolutions

o See Appendix B for copies of student notes based on the video lecture

Online Video Lecture Survey

48


CIRCLE THE ANSWER THAT BEST APPLIES BASED ON YOUR ONLINE LECTURE EXPERIENCE

1. How effective did you find the instructional videos in helping you learn?

Very Helpful Somewhat Helpful Not Helpful

2. I found the content of the videos to be

Very Engaging/Interesting Somewhat Engaging/Interesting Not Interesting

3. I found the content of the videos to be

Too Difficult Appropriately Challenging Too Easy

4. How long did the video lecture and note-taking process take you?

10 Minutes or less 11-20 20+

5. How appropriate did you find the length of these videos?

Too Long for the given content Appropriate Duration for the given content

Too Short for the given content

6. What device did you use for the lecture?

Smartphone Computer Tablet

7. Did you find working outside the classroom with the videos helpful in learning the content?

Very Helpful in learning the content Somewhat Helpful in learning the content

Not Helpful in learning the content

8. How did technical issues (streaming, downloading, accessing from various devices, etc..) of watching the videos affect your learning?

Technical issues of watching the videos negatively impacted my learning

Technical issues of watching the videos were annoying at times but did not impact my learning

Technical issues of watching the videos were not annoying and did not impact my learning

9. Were there points during the lecture where you were confused or needed further explanation?

YES NO UNSURE

10. Do you feel better prepared for upcoming lessons on the subject?

YES NO UNSURE

Online Lecture Series – PowerPoint 1 – Martin Luther & The Protestant Reformation

49


Online Lecture Series – PowerPoint 2 – Muslim Empires

Online Lecture Series – PowerPoint 3 – Agricultural & Industrial Revolutions

Appendix B: Student Artifacts

50


This section includes student responses to the online video lecture survey. Also, included in this section are student notes from the online video lectures and copies of student work during the Industrial Revolution unit.

51


52


53


54


55


.

56


57


References

Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED

model instead? Computers & Education, 79, 16–27.

Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional

technology integration in a college-level information systems spreadsheet course.

Educational Technology Research and Development, 61(4), 563–580.

Enfield, J. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on

Undergraduate Multimedia Students at CSUN. TechTrends: Linking Research &

Practice to Improve Learning, 57(6), 14-27.

Gaughan, J. E. (2014). The Flipped Classroom in World History. History Teacher, 47(2), 221-

244.

Jensen, J. L., Kummer, T. A., & Godoy, P. M. (2015). Improvements from a Flipped Classroom

May Simply Be the Fruits of Active Learning. CBE - Life Sciences Education, 14(1), 1-

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Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped

classrooms in an urban university: An exploration of design principles. The Internet and

Higher Education, 22, 37-50.

McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L.

M., ... Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning

and engagement in a health professions school. Academic Medicine, 89(2), 236–243.

Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to

improve student performance and satisfaction. Journal of Nursing Education, 52(10),

597–599.

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biniak - an examination of flipped learning in modern world history - action research final draft

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