Flipping the classroom: is it the type of flipping that adds value?

Webb, Rob; Watson, Duncan; Shepherd, Craig; Cook, Steve

Abstract

Interest in the flipped classroom in higher education has burgeoned despite the literature revealing that the effects on assessment outcomes remain elusive. In this paper, we present the results of an empirical analysis designed to compare the impact on assessment outcomes of different approaches to the flipped classroom (didactic and non-didactic). Focusing on a cohort of Intermediate Economics students we investigated the influence of these approaches on their examination results by utilising an OLS (Ordinary Least Squares) regression and probit followed by quantile regression. Our analysis revealed small positive effects when students were exposed to the ‘non-didactic’ flipped classroom but no effect when pre-lecture materials were used didactically to mimic the material given in traditional lectures. This study demonstrates the need for further meta-analysis and longitudinal studies to investigate the relationship between different forms of the flipped classroom and student assessment outcomes.

Citation

Webb, R., Watson, D., Shepherd, C., & Cook, S. (2021). Flipping the classroom: is it the type of flipping that adds value?. Studies in Higher Education, 46(8), 1649-1663. https://doi.org/10.1080/03075079.2019.1698535

• Journal Article Type: Article
• Acceptance Date: Nov 22, 2019
• Online Publication Date: Dec 17, 2019
• Publication Date: 2021
• Deposit Date: Jun 10, 2020
• Publicly Available Date: Jun 18, 2021
• Journal: Studies in Higher Education
• Print ISSN: 0307-5079
• Electronic ISSN: 1470-174X
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 46
• Issue: 8
• Pages: 1649-1663
• DOI: https://doi.org/10.1080/03075079.2019.1698535
• Keywords: flipped classroom, flipping, inverted classroom, OLS, probit
• Public URL: https://nottingham-repository.worktribe.com/output/4618249
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/03075079.2019.1698535
• Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 17/12/19, available online: http://www.tandfonline.com/10.1080/03075079.2019.1698535