EDLD 5314

Review of the Literature

The Flipped Classroom

by Terri Jones
 Introduction

The flooding of technology into classrooms has provided opportunities for teachers to increase

student engagement through multimedia. This literature review focuses on the benefits and

challenges faced when implementing the flipped classroom. This topic is important because

globalization has opened many new opportunities for students to connect and access information.

They will most likely have multiple careers in their lifetime. They are comfortable multi-tasking

and using a variety of multi-media tools. Our students need skills in critical thinking,

collaboration, self-directed learning, and researching so that they can discover strategies for

problem solving in a global society. This review will include the benefits and challenges of

implementing the flipped classroom into the focus classroom. It will also include successful

components of the flipped classroom integration process. The author searched for peer-reviewed

articles relating to implementing the flipped classroom into the elementary classroom as a tool

for increased student achievement and motivation. First of all, this review will define the flipped

classroom. Secondly, it will describe the benefits of the flipped classroom for students and

teachers. Thirdly, it will describe the barriers to implementing the flipped classroom. Fourthly,

it will include the global lessons learned such as effective implementation, ineffective

implementation, and applications of the lessons. Next, this review will discuss the gaps in

research and questions for further study. Finally, this review will summarize the conclusions in

the research. The purpose of this review is to justify the need for the flipped classroom into the

focus elementary school and determine a plan for successful implementation.

What is The Flipped Classroom?

The flipped classroom is defined as reversing the traditional classroom lecture by delivering

instructional content through web-baed videos outside the classroom and using class time for
student-centered learning. The flipped classroom has defined the role of the teacher as the

“guide on the side” and the role of the student as the owner, or “driver.”

Baker (2000) first used the flipped classroom with online lecture notes. Lage, Platt, and Treglia

(2000) provided videotaped lessons, power point lectures and met with students twice a week for

75 minutes. Bergmann and Sams (2012), increased the popularity of the flipped classroom by

uploading their videos to YouTube. Students were able to view voiceover presentations or

videos. The flipped classroom transforms the classroom into an active classroom with

personalized, creative learning where students can apply knowledge, learn problem solving

skills, and actively participate in class discussions. This allows the students to watch lessons at

their own pace, make reflections, and review the content again if necessary (Bergmann & Sams,

2012; Bauer & Haynie, 2017).

Research showed that it has been used in Australia, Asia, Africa, and the United States. The

flipped classroom has been used in middle and secondary schools around the globe. It has also

been used in high school science, foreign language, and algebra courses. In addition, it has been

used in graduate courses in a variety of content areas including nursing, pharmacy, and nutrition.

Benefits to the flipped classroom. The research concluded that the benefits of the

flipped classroom are increased student engagement, increased student achievement, and

improved social relationships with peers and increased interaction with the teacher. Students

reported that they understood the content better, made more friends, had more confidence,

enjoyed class, and shared ideas with peers. Teachers reported that they had more confidence and

saved time (Cukurbaski & Kiyici, 2016; Lee, 2018). The research concluded that the flipped

science classroom provides students with opportunities to collaborative, analyze and interpret

data, solve problems, and apply concepts to their lives (Bauer & Haynie, 2017; Khan, 2011).
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Barriers to implementation. Silm, et al (2017) found that teachers’ resistance was a

barrier to implementation. Teachers with higher self-efficacy had more positive attitudes toward

inquiry-based learning. Factors that played a role in resistance included state accountability

assessments and group management. Another factor that played a role in resistance included

lack of ongoing, effective professional learning for teachers. Silm, et al (2017) found that

teacher training required active learning, changing beliefs, and guidelines.

Global Lessons Learned in Technology Implementation

The purpose of this section is to highlight global lessons learned with implementing the flipped

classroom. This section provides insight on what was learned through the research to avoid

pitfalls when implementing the flipped classroom. It describes what was effective in case studies

so that those practices can continue. It also identifies areas of need which could be improved,

and how those lessons will be applied to future implementation in the focus classroom.

What Worked?

Research by Lee (2018) and Yi (2018), concluded that the flipped classroom worked when

schools and teachers had a common goal. Yi concluded that the implementation of the flipped

classroom was effective because students were held accountable for their learning with high

standards. Students had a self-checking post-class video assignment. Students were expected to

correct mistakes. Then, in class, students took a pre-quiz and applied their learning. At the end

of class, the students took a quiz. Research by Lee showed that when the flipped classroom

model was small-scaled and focused on one particular subject area and grade level. This resulted

in teachers who were well-prepared with less work involved. Implementing major skills and

starting small allowed these campuses to integrate the flipped classroom model successfully.

(Lee, 2018; Yi, 2018).

Research by Li (2018) and Yi (2018) also concluded that both learning environments were

supportive. South Korea had learning advisors to help create the videos for teachers and

provided ongoing workshops for teachers. China recruited the support of the after school

program with uploading course video content (Lee, 2018; Yi, 2018). Greenberg, Medlock, and

Stephens provided three extra adults in the room when first implementing the model.

Greenberg, B; Medlock, and Stephens (2011), concluded that the flipped classroom model was

effective because teachers had access to immediate data. They were able to clear misconceptions

quickly because of increased student-teacher interactions and more support. Since the teachers

spent less time lecturing, and more time interacting with the students, they were able to use

targeted intervention. The study also concluded that self-paced learning was effective.

Struggling students had more support and time to practice content while high-achieving students

had more time and freedom to advance at an accelerated pace to obtain greater mastery and

deeper learning (Greenberg, Medlock, & Stephens (2011).

What Could Have Been Done Better?

Research by Lapowsky (2015) and Young (2017) indicated that implementing the flipped

classroom was ineffective because of lack of planning, communication, and common goals. The

staff at LA Unified School District were not fully on board with the project. The plans were not

well-thought out. They also discovered that teachers were not well trained, confident, or

prepared to integrate technology into their classrooms. The plans were large-scaled and lacked

focus. They also discovered that internet connectivity was not updated and students were unable

to access it. Young found that his model of a flipped classroom should have included a year of

planning, preparing materials, and testing it out in advance (Lapowsky, 2015; Young, 2017).
According to the research, there were not not enough student accountability measures in place to

monitor student participation. The teachers were not providing feedback and there weren’t any

entrance tickets (Lapowsky, 2015; Lee, 2018).

In addition, the research showed that the teachers did not prepare students for self-directed

learning. With lack of monitoring, student-teacher interactions, and regular feedback, the

students’ motivation to cooperate was low (Lee, 2018).

Yi (2018), also found that teachers in China did not have a sufficient communication platform

where students can accept assigned tasks, interact freely with teachers, turn in assignments, and

post questions and discussions with teachers and peers to keep them engaged and informed.

Research also indicated that teachers lacked time to learn, practice, and prepare the programs,

technology, and digital content. Research by Thompson found that Khan created a dashboard

system that would track the videos students watched and keep track of their progress, number of

questions answered and scores in order to obtain real-time data. (Greenwald, et. al, 2011;

Lapowsky, 2015; Thompson, 2011).

Applying Lessons Learned

Based on the research by Lee (2018) and Yi (2018), the author concluded that teachers need

ongoing supportive, and modeled instructional strategies by mentors and instructional coaches.

Instructional coaches need to be available to assist with in-classroom support. The evaluation of

the flipped classroom model must be monitored, evaluated, and adjusted through surveys,

observations, and interviews (Lee, 2018; Yi, 2018). The budget of the focus school will need to

be reviewed, revised, and updated to include sufficient internet and wi-fi connections

(Lapowsky, 2015). The curriculum team and teachers must develop and ensure that

accountability measures are in place prior to small group instruction. The technology team and
teachers will ensure that students have video access on flash drives, DVD’s, iPods, personal

devices, or classroom technology devices.

Research by Bergmann & Sams, 2012), and Lee, 2018), concluded that the author must include

several key components in order to implement the flipped classroom successfully. First of all,

the students must be taught how to watch the videos. Second, students must have access to the

content. Third, the implementation process must start small. Fourth, the videos don’t need to be

perfect. Finally, the students must be held accountable for viewing the content (Bergmann and

Sams, 2012; Lee, 2018).

According to the research, Young (2017) and Lee (2018), agreed that the implementation of the

flipped classroom must be well planned and focused. Young suggested that teachers take one

year to plan, prepare, and test the resources (Lee, 2018; Young, 2017).

Gaps in the Research

The author concluded that there were several gaps in the findings which will lead to further

research. There were many articles on science, health, math, foreign language study, and

nutrition in high schools and colleges. However, there were not many articles on implementing

the flipped classroom into reading courses. There was also limited information about students

with disabilities and gifted and talented students in the flipped classroom. Another gap in

research included the limited use of the flipped classroom with phonics lessons. Literature on

the flipped classroom in elementary schools and phonics instruction was also limited.

Questions for Future Study

Based on the research, the author found that some further studies could include using the flipped

classroom in elementary and middle schools. Another emerging question is how to successfully

implement the flipped classroom into phonics instruction and elementary reading classes such as
the focus school. Lastly, an area for future study is the implications of using the flipped

classroom with special education students.

Summary

The flipped classroom is an effective instructional approach when several components are in

place. Research on the flipped classroom consisted of several key themes for successful

implementation. First, teachers must be provided with ongoing, embedded support with

implementation and professional learning workshops. Second, the videos should be short,

engaging, and created by the teacher. Third, the students must have access to the content prior to

interacting with the teacher either in the classroom or outside of class. Fourth, the students must

also be taught how to learn in the flipped classroom. Research also concluded that students

must be held accountable for their learning through entrance tickets or other pre-course activities

prior to small group instruction. Finally, the implementation should be focused, well-planned,

and start small. The studies concluded that accessibility barriers can be overcome by providing

DVDs, flash drives, and extra time for students to watch the videos in class prior to small group

instruction with the teacher. Teacher resistance barriers can be overcome by providing

mentoring, buddy teachers, collaborative opportunities, and assistance with creating the videos

by instructional coaches.
 References

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