Flipped classroom-guidelines

THE FLIPPED CLASSROOM METHOD
GUIDELINES FOR TEACHERS
created within the project
“Adult in the FLIPPED CLASSROOM”
Grundtvig Partnership (2013-1-IT2-GRU06-51726-4)
June, 2015

CONTENT
INTRODUCTION TO THE FLIPPED CLASSROOM CONCEPT......................................................................4
SOFTWARE TOOLS:.................................................................................................................................6
Desktop Recording Tools:...................................................................................................................6
BB FlashBack:.................................................................................................................................6
CamStudio:....................................................................................................................................7
Camtasia:.......................................................................................................................................8
Learning Management System.........................................................................................................10
Blackboard Collaborate:..............................................................................................................10
Student Respond System.................................................................................................................11
ChallengeU (DIDACTI):.................................................................................................................11
eduCanon:...................................................................................................................................12
ExitTicket:....................................................................................................................................13
Socrative:.....................................................................................................................................16
BEST PRACTICE EXAMPLES ON THE FLIPPED CLASSROOM METHOD....................................................19
Best Practice 1: Day and Foley (2006) - senior level computer course.............................................19
Best Practice 2: Brown (2002)..........................................................................................................19
Best Practice 3: Snowden (2012)......................................................................................................19
Best Practice 4: Ogden (2014)..........................................................................................................19
Best Practice 5: Schwankl (2013).....................................................................................................20
Best Practice 6: British Columbia University....................................................................................21
Best Practice 7: Manel Trenchs i Mola - Art History teacher of Escola Pia Barcelona, Spain............21
Best Practice 8: Social Science teacher in SAFA, Ubeda, Spain.........................................................21
Best Practice 9: The FIZZ project at the Friday Institute...................................................................22
Best Practice 10: Michael Garver, marketing teacher at Central Michigan University et al.............22
Best Practice 11: University of Washington-Seattle Uses Mediasite for Flipped Classroom, Lecture
Capture and Special Events..............................................................................................................24
Best Practice 12: Elizabeth School in Colorado................................................................................25
Best Practice 13: Bryan Goodwin and Kirsten Miller........................................................................25
Best Practice 14: Philipps-University Marburg, Heidelberg University of Education and the
University of Applied Sciences Bielefeld..........................................................................................26
Best Practice 15: Teacher Chris Waterworth....................................................................................27
Best Practice 16: Chemistry course at Ohio State University...........................................................27
Other Selected Best Practices:.........................................................................................................29
Adult In the FLIPPED CLASSROOM - GRUNDTVIG Partnership (2013-1-IT2-GRU06-51726-4)
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
2

Bibliography.....................................................................................................................................32
RULES AND ADVICES.............................................................................................................................33
Web Resources for Flipped Classroom Teachers..............................................................................34
GLOSSARY.............................................................................................................................................35
FURTHER INFORMATION......................................................................................................................39
Websites dedicated to Flipped Classroom.......................................................................................42
ANNEX..................................................................................................................................................43
The European Qualifications Framework (EQF):..............................................................................43
3

INTRODUCTION TO THE FLIPPED CLASSROOM CONCEPT
Author: MPS – Maison de la Promotion Sociale
The Flipped Classroom concept is not a new concept, with development of ICT tools it has given a
new air, and turned the application to more easy.
The first analysis starts out that training is not only a transfer of knowledge, but also to be able, at
the end of the training session, to perform a task or to set up a way to reach the objectives.
In many examples we can notice that trainees (whatever the level is) have the knowledge, but are
not able to use it in their daily working or studying life.
One example of the step that trainees have to deal with is this example (done with 11-12 years old):
A shepherd has 60 sheep and 3 dogs, how old is he?
What can be done with this information? We can add them, subtract, multiply or something else…
The knowledge to add, multiply subtract is well managed, it is why majority of children will answer
63 years.
Why, just because they deal with numbers without thinking about what it does mean, and most do
not think, they just do what they know to do with 2 numbers.
Thinking what it does represent in reality and not in a school objective is a totally different approach.
The trainer has to support learners to use correctly the knowledge and turn it into concrete facts.
This example is based on school, but in adult training for professional training we also face the
difficulty that they do not want to say that they do not know and they answer the first idea they have
in mind.
The Flipped classroom concept is based on the dissociation of the time to acquire the knowledge and
the time to apply it concretely.
Acquisition of knowledge can be done individually (at home for example) with attractive and ludic
approach. Learn the regulations, the basic concepts or more detailed matters.
In a second time in training session, the trainer mainly by groups work will check that the knowledge
is well acquired and will work on the concrete application of the knowledge.
In classroom training session different activities will be organized to apply in concrete terms what
have been learned individually.
As added value, the group work, with support of the trainer (which is more a coach than a trainer)
interaction between learners will be done, enhancing the cooperation abilities, reflection on
concrete cases, as it can be done in most real life cases.
The flipped concept is the separation of the time to get the knowledge and the time to put it in
practice.
It can be done at any level, on most of learning subjects. The first examples were in schools, then
since few years some attempts have been done in professional training (initial or long life trainings)
More than a method, a philosophy:
General approach is that learners receive training materials online (videos, sounds, texts, pictures…)
they read/look at them at home and learn knowledge at home, and in group session, activities will be
organized to get mutual exchanges on the application, and to see how what have been learned has
to be applied concretely.
4

This free time enables the trainer to take care individually of each learner, to check that the
knowledge has been well understood and that the learner is able to apply it concretely.
When presenting Flipped Classroom, we do not want to present a Flipped cookbook but to support
the understanding and to support trainers to test and to start to “flip” their training sessions, after
understanding the advantages of the concept.
Important tip
When starting to use the Flipped concept, it is not needed to flip the whole classroom from the first
day to the last one, but to be able to make a sample, to test it, to evaluate it, to identify the
advantages, and the inconveniences of the concept.
With more experience you will realize that the advantages are much more important than the
inconveniences.
How to start a flipped classroom?
Whatever you will train, whatever the level is, you have to identify your objectives.
Then you can build the content in order to arrive to fulfill the learning outcomes you target.
To issue video pills, you can use the tools for which we have issued simples “How to use” video
trainings https://www.youtube.com/channel/UCCc9lqvlRkBxPlZL6HctkjA
They are very simple and clear and easy to use for beginners
5

SOFTWARE TOOLS
Author: EkoConnect e.V.
This section will present some useful software tool, which can be used while flipping a classroom.
The following sections is used to give a first introduction on what the several tool are for, how they
can be used, cost that might occur using the tool as well as necessary equipment needed in order to
properly run the software.
Online tutorials have been created for each tool described below. The tutorials can be watched on
the YouTube Channel of the Flipped Classroom website.
Desktop Recording Tools:
BB FlashBack:
What is it?
BB FlashBack is a desktop recording software. It is easy to use in order to create tutorials usable for
Flipped classroom concept. With BB FlashBack it is possible to record videos as well as review and
publish them online.
How can it be used?
The software can be downloaded at http://www.bbsoftware.co.uk.
There are 3 editions of BB FlashBack: Express (free version), Standard and Professional.
6

o Express records the screen, sound and webcam (to personalise the video with own picture),
shares recordings online via YouTube and saves them as AVI and Flash movies.
o Standard edition adds annotation and WMV and QuickTime exporting
o Professional edition adds audio and video editing, EXE export, zoom and pan effects.
After installing BB FlashBack recording is possible with just a few mouse clicks. Everything that is
visible on screen can be recorded. It is also possible to record only a window or region on the screen.
Using the BB FlashBack Player allows reviewing and editing the recorded video. It is possible to
record a video continuously and limit final file size later on with BB FlashBack Player. Thumbnail
navigation makes working with large movies no problem. The created movies can be uploaded to
YouTube and other video sharing sites or exported as Flash or AVI.
Costs:
BB FlashBack is available in the editions:
o Express (free version),
o Standard (65 € excluding VAT) and
o Professional (146 € excluding VAT).
Official website:
Official BB FlashBack website: http://www.bbsoftware.co.uk/
CamStudio:
What is it?
CamStudio is a desktop recording software able to record all screen and audio activity on your
computer and create industry-standard AVI video files. Using its built-in SWF Producer can turn those
AVIs into lean, mean, bandwidth-friendly Streaming Flash videos (SWFs).
7

How can it be used?
After downloading the CamStudio software from the official CamStudio website
http://camstudio.org/ it is easy to create video tutorials for school or college classes. With the Video
Annotation feature it is possible to personalise the video by including a webcam movie with "picture-
in-picture" over your desktop.
It is possible to record the whole screen or just a section of it. CamStudio can reduce or increase the
quality of the recording depending on the purpose of the videos for example, small size movies for
sending via e-mail or "best quality" ones for burning onto CD/DVD.
CamStudio is best used for short videos with a maximum length of 30 minutes.
Costs:
CamStudio is an open source software and free of charge.
Official website:
official CamStudio website: http://camstudio.org/
Camtasia:
What is it?
Camtasia is a powerful, yet easy to use tool for Screen Recording and Video Editing. Camtasia helps
you to create professional videos without having to be a video pro. From quick video demos to
extensive video projects Camtasia offers a wide variety of editing tools. It easily records your screen
movements and actions. It can also include your picture through webcam recording in the video.
Camtasia helps to share videos easily to anyone, anywhere and supports importing HD video from a
camera or other sources.
8

How can it be used?
Camtasia software can be downloaded from different websites e.g. https://www.techsmith.de. After
installing Camtasia on your computer you can create your one video by recording your screen.
Record and edit
It is possible to record a window, region or the entire screen. Camtasia offers a special option to
record PowerPoint presentations. Webcam recording or importing existing videos in order to
personalize the videos is also possible. Photos or music to customize the video can be added as well.
Camtasia offers multi-track timeline to construct engaging videos with multiple video and audio
tracks. There are also different visual effect tools available at Camtasia Software, like “Green Screen
Effect” - also known as “Remove a Color” - to put yourself in the video making it appear like you are
right in the action. Camtasia also offers the “Clip Speed” to make all videos the perfect length. Screen
drawing tools can be used as well.
Camtasia also supports some video animation tools to easily make callouts fly across the screen, an
image bounce up and down, text scroll etc.
Share and interact with viewers
Teachers can easily share videos with their students. No matter what device the viewers are using,
they'll be able to view the videos, click on hotspots the teacher has created and use closed
captioning.
Videos created with Camtasia can easily be shared on YouTube.
What is needed?
Camtasia can be used on both Mac and Windows platforms. Created videos can be shared with
viewers on nearly any device.
Costs:
There are different versions of Camtasia Software available
o Free version (subscription required)
o Single user for USD 299.00 (no annual fees or subscriptions)
o Special pricing is available for qualifying organizations in the field of education and
government and non-profit organizations.
Official website:
Camtasia on TechSmith website: https://www.techsmith.com/camtasia.html
9

Learning Management System
Blackboard Collaborate:
What is it?
Blackboard Collaborate is a Learning Management System which allows video conferences, virtual
room meetings, online classes, trainings and interactive events in real-time.
How can it be used?
Blackboard Collaborate offers a wide variety of different tools to show and share learning material
and interact with students:
Interactive White Board can be used to collaborate on live documents in real-time with others, take
notes, import images, display PowerPoint or OpenOffice presentation and even annotate slides. With
the drag-and-drop screen explorer, one can easily and quickly rearrange the order of the slides. And
with the ability to have multiple, simultaneous presenters, it is possible to have highly engaging
discussions where everyone can contribute. The content of the interactive whiteboard can be
exported, saved and printed for future use.
The Application Sharing tool enables users to walk through learning resources by sharing the
application. A single application, multiple applications or the entire desktop can be shared with the
students. Students have the opportunity to interact with the application.
Web Touring allows synchronized web tours with participants. Teachers can insert web links and
websites we be seen by all participants.
Blackboard Collaborate comes along with useful Moderation Tools. Teachers can see all students in
the Participant Window along with activity indicators that show who's entering a chat message or
content on the whiteboard. So the teacher can see immediately if any students are lagging behind.
Additionally, students can use emoticons to indicate approval or confusion, raise their hand if they
have a question, show they have stepped away or respond to polling questions. With the Multipoint
View – follow the speacker tool teachers can easily see who's talking, along with all the expressions
and visual clues of a face-to-face conversation. Participants hear high-quality audio and see
thumbnails of up to six active cameras, with the current speaker shown in the large video panel. Even
video with document cameras or microscopes to enhance the learning experience can be used.
Breakout rooms - Students learn best when they engage and interact with one another in small
groups to discuss course material. Just like in the physical classroom, with Blackboard Collaborate
online instructors can divide up students for small group work. The rooms can be prepared in
advance or on the fly. Either way, the teacher can easily drag and drop students into individual
rooms, where they have their own audio, chat, and whiteboard capabilities.
With Enterprise Instant Messaging students and instructors can easily see who's online and
available, so they can instantly communicate with peers, colleagues and experts. Through Blackboard
Collaborate web conferencing session can be easily launched with a single click.
What is needed?
Blackboard Collaborate works on PC and MAC on all common devices.
10

Costs:
There is a free trail available for 30 days for up to 25 participants, where as a full license can cope
hundreds of participants in a single session.
Official website:
Official Blackboard website: www.blackboard.com
Student Respond System
ChallengeU (DIDACTI):
What is it?
ChallengeU (formerly named DIDACTI) is a free and easy to use multiplatform application designed
for pedagogical use. It allows teachers to create digital activities and learning scenarios to share with
their students who will be able to complete them on their devices in the classroom and at home. The
ChallengeU educational platform also allows teachers to share learning activities with other teachers
around the world.
How can it be used?
After creating a new account on http://www.challengeu.com/, teacher can create and share learning
activities that include texts, images, formula, files, videos etc. The teacher can add questions and
chose the appropriate respond type (short answer, text, multiple choices, photo or video). Once an
activity is created, students can access the activity and complete them on their device. The teacher
can see all student responses and leave comments.
After logging in to the platform teacher can see all activities that have been shared by the community
sorted by topics. The search bar also helps to find already created activities (by others) and persons.
The teacher can also subscribe to groups or individual topics to receive newly created activities. The
11

creators retain always ownership of their activities. The activities can not by modified by other
teachers.
ChallengeU is available in English or French version.
What is needed?
ChallengeU works on all devices such as computers, interactive white boards, tablets and smart
phones.
Costs:
All services of ChallengeU are free of charge at the moment, but paid services may be added in the
future.
Official website:
Official ChallengeU website: http://www.challengeu.com/
eduCanon:
What is it?
EduCanon is an online learning environment to create and share interactive video lessons. Teachers
can use any YouTube, Vimeo or TeacherTube video content and transform what is traditionally
passive content into an active experience for students. The teacher can segment the videos content
into digestible components by adding question into existing videos. Through real-time monitoring
teachers get the results immediately and can use the information for next day’s lesson planning.
12

How can it be used?
The teacher must register at the official eduCanon website to get a free account and a “teacher
search code”. This is needed for the students to log in and watch the videos. After loggin In the
teacher picks a video which he/she wants to use. The teacher can choose any existing YouTube,
Vimeo or TeacherTube video or create an one video and upload it to one of those platforms. Then
questions can be added to the video. In the free version of eduCanon only multiple choice questions
are possible. If only a part of the video shall be viewed by the students the “crop video” option can
be used to cup the video.
All videos of one teachers account can be organised by classes. It is possible to have up to 8 different
classes in one account.
Students log in with the “teacher search code” to select a class and assignment. The first time the
students watch the video, they can not move back and forth in the video. They have to watch the
whole video in order to not miss the questions and the information given to answer the questions.
Watching the video the second time moving back and forth in the video is possible. By answering the
questions eduCanon provides instant feedback for students and teachers.
Teachers also have the opportunity to grade the assignment given to the students during the video
within eduCanon. All grades can be downloaded.
EduCanon is used in a 1:1 student learning environment. Teachers can use the interface in class as a
blended tool to review concepts, assign students an eduCanon lesson as homework in a flipped
setting or ask students to create their own eduCanon lesson as a project.
What is needed?
EduCanon is a web app and works on all major browsers, the best experience comes from Google
Chrome and Safari. It works on Macs, PCs and is responsive to iPads and can even be embedded into
a website or blog!
Costs:
EduCanon is available as a free version with simple features (only multiple choice questions possible)
and extended versions with more features such as “short answer” etc.
Official website:
Official eduCanon website: https://www.educanon.com
ExitTicket:
What is it?
ExitTicket is a Student Response System developed by Leadership Public Schools, Inc. It is named
after the proven practice of exit tickets - giving students a formative assessment at the end of a
lesson to measure comprehension of the day's objective. While ExitTicket has many other classroom
applications, giving students an exit ticket remains one of the most powerful ways to implement
ExitTicket.
ExitTicket is a complex tool for assessing students. ExitTicket delivers next generation real time
feedback and performance metrics to both students and teachers. ExitTicket also eliminates much of
the burden of grading homework and enables teachers to identify which students need additional
13

small group tutoring. And because students have their own personalized learning account, they know
exactly how they are performing over time, and exactly where their strengths and weaknesses are.
Teachers can use this student longitudinal data to drive meaningful, individualized instructional
strategies for every student or the class as a whole.
How can it be used?
1. Create an assessment:
In order to get a free teachers account register at http://exitticket.org. After logging in the teacher
can create a new class and fill in the required course information such as course name, subject area,
class name etc.
To create an assessment the teacher can choose between Quicket!, Launch, Practise and Exit (more
types of assessment are available at the app store, see section “costs” below)
Quicket!
is a fast assessment perfect for a spur-of-the moment check during class. Directions / question can be
written within ExitTicket or given orally to the class.
Launch:
is ideal for assessing retention from previous classes (Pre-Assessment). An assessment is created by
adding questions. Multiple choice, true/false and free response questions are possible.
Practise:
is an ungraded accompaniment to direct instruction or reinforcing new concepts (mid-class check for
understanding).
14

Exit:
Exit tickets are used at the end of the class in order to check understanding of the day´s content.
Many teachers begin class with a short ticket to check on homework or learning from the prior day. If
mastery is uneven, they stop and use the re-teach, error-analysis display to walk students through
misunderstandings. A short recheck ticket usually shows a significant jump in mastery.
Later, after introducing a new concept, a 5-10 question practice ticket can help monitor
understanding. Using an iPad with a heatmap of real-time individual student data, the teacher moves
around the room providing immediate individualized intervention. A tap on the screen reveals a list
of students getting a question wrong as well as their answers, making it easy to pull small groups for
re-teaching. An exit ticket at the end of the period is a final check on the day’s understanding.
Teachers can share their tickets with other teachers and use / edit existing tickets for their own
classes. Students can also be combined to groups to assign different questions for each group.
2. Results:
Teachers can view results in different ways. The result of the whole class or results of single students
and questions can be viewed. All scores are saved over time and can be exported into a CSV
spreadsheet. Teachers can use the student longitudinal data to drive meaningful, individualized
instructional strategies for every student or the class as a whole
Students can see their results too. And because students have their own personalized learning
account, they know exactly how they are performing over time, and exactly where their strengths
and weaknesses are.
The evaluation of the test results are assessment based. The app “learning target” enables the
teacher to link entire assessments or specific questions to learning targets. Therefore the evaluation
of the results can be done skill-based also. This has got the advantage (for teachers as well as
students) of observing more easily what topics need to be worked on the most.
What is needed?
ExitTicket is a cloud based application that runs on any wi-fi enabled device, including smartphones,
iPod Touches, tablets, netbooks, laptops and desktops.
15

Costs
There are four types of assessments (Qitcket!, Launch, Practise, Exit) that are always free and two
extra types you can add through the App Center.
The following options are also included in the free to use version of ExitTicket:
o Teacher, Student and Projector modules
o Itembank of free to use assessments
o Longitudonal scoreboard (ExitTicket can reduce grading time because it tracks the students
scores over time (longitudinal data) so there’s no importing / exporting in order to get
aggregated score data over time.)
o Online Helpdesk
Extended Versions such as “Premium teacher” and “School and District” are also available.
Official website:
Official ExitTicket website: http://exitticket.org
Socrative:
What is it?
It is an easy-to-use assessments tool for building small assignments like quizzes or exit tickets and
seeing results in real-time to visualise students understanding.
16

How can it be used?
1. Create an assignment:
Open the website www.socrative.com and create a teacher account. You receive a unique Room
Code, which your students will use to access your activities. There are 4 possibilities to create an
assignment: quiz, quick question, space race and exit ticket.
Quiz:
A quiz consists of a number of questions. Create a quiz by adding as many questions as you like. You
can choose between multiple choice, true/false question, short answer. You can delete questions
and reorder them later as you like or import a quiz from other teachers (each quiz has its own SOC
number, so quizzes can be shared easily between teachers. You can also import a Socrative quiz from
an excel file.
Socrative gives the opportunity to manage quizzes. You can duplicate, delete, download quizzes as
printable .pdf and edit existing quizzes.
There are different ways to start a quiz and how the quizzes can be done by the student:
a) student paced – immediate feedback:
Students receive immediate right/wrong feedback and explanations after they answer each question.
Students answer questions in order and cannot skip or change their answers. You are able to monitor
their progress via a Live Results Table.
b) student paced – student navigation:
Students have the ability to edit questions, skip questions and navigate the quiz their own way. Once
they've completed the activity they can submit the entire assessment. You are able to monitor their
progress via a Live Results Table.
c) teacher paced:
Teachers control the flow of questions. You send one question at a time, and visualize the responses
as they happen. You can skip and revisit questions.
Quick question:
The quick questions option can be used during class to send a multiple choice, true/ false and short
answer questions to class and see results immediately.
Space race:
The space race can also be used during class. It is an interactive classroom game for students working
in teams on an existing quiz (which team is the first to answer all the questions?).
Exit ticket:
The exit ticket can be used at the end of class. A set of 3 questions will be sent to the students:
1. How well did you understand today’s material?
2. What did you learn in today’s class? (Opportunity for students to put in their own words the main
takeaways from class. Teachers opportunity to make sure they recognized all the learning
objectives.)
3. Please answer the teacher’s question. (Opportunity for the teacher to ask any question that’s
relevant in the moment)
17

2. Reports:
The teachers can have their reports sent as an e-mail, sent directly to a google drive, download them,
view chart (live result data view). All results are saved in “My Reports”.
The teacher can choose between seeing a report of the whole class in one excel sheet, of individual
students (the teacher will receive a graded quiz for every student), of specific questions (This report
will include the data for every question in the quiz, including short answer)
What is needed?
Socrative is an instant response tool designed for the K-12 environment. At this time the system runs
comfortably with a maximum of 50 students in one Socrative classroom.
Official website
Official socrative website: www.socrative.com
18

BEST PRACTICE EXAMPLES ON THE FLIPPED CLASSROOM
METHOD
Author: Gazi University, Faculty of Education
Best Practice 1: Day and Foley (2006) - senior level computer
course
Day and Foley (2006) conducted their study in a senior-level computer interaction course. They
taught concurrent experimental and comparison sections of the course, and matched sections on
topics, assignments, and time on task. Students in the experimental section watched narrated
PowerPoint videos outside of class, and participated in interactive learning activities inside class.
According to the finding of the study, students in the Flipped environment scored significantly higher
on all homework assignments, projects, and tests.
Best Practice 2: Brown (2002)
Brown (2002) also explored the experience of instructors who have adopted flipped classroom for
their classroom-based undergraduate courses. The participant set included a range of teaching
experience, discipline, and institutional setting. Participants shared a transition from a more
traditional, teacher-centered practice as well as early adopter traits. Individual, semi-structured, VoIP
interviews were used as data collection instruments and course materials were analyzed. The results
demonstrated that instructors in the classroom should be supported and they should reach for more
learner-centered approaches. Besides, the emphasis on technology use and online teaching might
steer many instructors away from receiving guidance and assistance in improving their classroom-
based teaching practices. The findings also showed that by facilitating a learner-centered approach,
flipped classroom could contribute to undergraduate education in the face-to-face environments
that constitute the primary setting for college courses.
Best Practice 3: Snowden (2012)
Snowden (2012) attempted to discover teacher perceptions of using the flipped classroom rather
than more traditional instructional methods. It examined how “core teachers” (English, math,
science, and social studies teachers) at one high school in Texas currently address the needs of their
students and the push toward technology integration. It explored the reasoning behind the use of
the flipped classroom and teacher perceptions of the impact it has on student engagement, learning
and achievement. The results of the study revealed that the implementation of the flipped method
helps facilitate that role change. According to the findings of the study, the Flipped Classroom
method demonstrated a trend to transition from the traditional lecture-style classroom to one that
holds students responsible for finding the information. In addition, the study showed that because of
the nature of the flipped classroom, it was perceived more positively by teachers who typically use
lecture as the primary mean of content delivery. Those teachers who had a more interactive,
discussion-oriented means of content delivery did not perceive this method as beneficial to their
classroom. Furthermore, all participants mentioned that teacher beliefs had a major impact on the
method a teacher uses as well as what technology a teacher uses in his or her classroom.
19

Best Practice 4: Ogden (2014)
Ogden (2014) also described the design and development of a flipped classroom teaching model in
terms of the design decisions, model implementation, and model evaluation across three iterations
of a college algebra course. The results of the study indicated that the use of the flipped classroom
teaching strategy would benefit from being situated within a formal teaching model to provide an
explicit description of the full range of procedures and conditions needed to successfully implement
the model, teaching decisions, and results of using the model. In addition, the finding of the study
indicated the following conclusions;
o Students were satisfied with the design of the video lectures.
o Video lectures allowed students to self-pace instruction.
o Students were satisfied with the formats of the face-to-face sessions
o Students had more time to ask questions regarding the material
o Students were able to asked more informed questions regarding the material
o Some students had trouble staying focused while viewing video lectures
At the end of the study, Ogden (2014; p.129) also described in Figure 2 the Flipped Classroom as an
integrated teaching model, acknowledging multiple teaching approaches, including in-class
cooperative learning, mentored laboratory activities, and online teaching video
Figure 1. The Flipped Classroom Teaching Model
Best Practice 5: Schwankl (2013)
Schwankl (2013) investigated the impact on student learning and students’ perceptions when
instruction was delivered by the flipped-classroom delivery method. One section of Integrated II
Mathematics received instruction through traditional means while another section received
instruction through a flipped-classroom delivery method. Both sections received the same pretest,
posttest, and set of six quizzes which were compared using independent samples t-tests.
Additionally, the flipped-classroom instruction completed a survey at the end of the unit on basic
trigonometry concepts. Three of the six quizzes had significantly higher scores for the students who
received instruction through the flipped-classroom. Survey responses yielded no significant
20

differences, but all scores were higher for the students who received instruction by the Flipped-
classroom instructional method. The study also revealed that students had an overall more positive
attitude toward their learning in a flipped classroom.
Best Practice 6: British Columbia University
The Economist 2011, appeared an article that had been published lately in Science. The teacher Louis
Deslauriers of the British Columbia University studied 850 Science students of undergraduate.
At the beginning of the academic year the students were distributed in two groups. Both groups
were taught by well qualified and recognized teachers with the modality of the masterclass during 11
weeks of the course. In the week 12 the experimental students were changed to Flipped
methodology. The class time was focused on solving problems, discussions and application of the
contents. The acquisition of the content was done out of the classroom by the own student. This
method was called by the university “Deliberate Practice” nstead of flipped method, even though
they were the same.
The students in the control group followed their activities with the masterclass format. At the end of
the week 12 all the students were given a test to determine the level of acquisition of the content
during the mentioned period. The control group that follows the model masterclass had an average
score of 41% and the experimental group was 74%.
According Dr. Deslauriers and his team, the results constitute the biggest increase in the academic
performance of the students never produced and documented before in the educative research,
therefore they consider that this mode is very efficient inclusive more than one to one. The data
could be a little bit increase as the results have been measured immediately after the experience,
instead of waiting for the final exam of the end of the period. The attendance of the experimental
group increase at 20% during the week when the deliberated practices were used. And three fourth
parts of the members of the experimental group stated that “Would have learnt much more if they
had the deliberated practices the whole course” (The Economist, 2011 ) .
Best Practice 7: Manel Trenchs i Mola - Art History teacher
of Escola Pia Barcelona, Spain
He presents his view as followed:
“The key is not in learning more, if not learning in a different way. “La clave no está en aprender
más, si no en aprender de manera diferente” We cannot ignore ICT as an educational tool. I have
heard about the flipped methodology and I realized that could be very interesting. With this new
approach the school is not the only place to learn and there is a change of role between the student
and the teacher. But the most interesting is the methodological change. The teacher is who monitors
and guides the students helping them to consolidate the content, creating and directing students’
learning. Even though to elaborate the videos represent a lot of work, I keep with quite interest to
continue elaborating material, because I obtain a lot of benefits with this new approach inside and
outside the classroom”.
Best Practice 8: Social Science teacher in SAFA, Ubeda, Spain
José Luis Redondo, Social Science teacher in SAFA Ubeda, an innovator teacher and worried about
the authentic learning, presents his visión about the flipped classroom. He states that is not an
inverted classroom is to invest in the classroom.
21

You can explain a class very clearly but the students don’t remember anything. The time is takes to
explain content can last 2 or 3 classes, with flipped classroom just takes 10 minutes and they have a
visual support, with the great advantage that students can watch the lecture whenever they want. So
we have magnificent time in class to solve problems, to discuss and create group projects or
integrated tasks.
Best Practice 9: The FIZZ project at the Friday Institute
Dr. Lodge McCammon and Katie Gimbar, Math Teachers at Friday institute, have developed The FIZZ
project at the Friday Institute at NC State University from 2010-2013. The project has come to an end
at the Friday Institute, on February 1, 2014. In the text below they describe why they flipped their
classrooms:
“Most of the teachers, teach to the middle group of the class who can follow the content, there is a
group of higher level students who are not being challenged and get bored in class and a group of
struggling students who are not receiving enough effective remediation. These students do not have
the basic content needed to work in class and they need special attention in order to be successful.
This led us that 90% of class time is spent on delivery the review of contents. 90% of the class
teachers are in front of the classroom lecturing to a group of students but without meeting all their
needs. The students go home or outside of class to work on application of the content given out in
class, this situation makes the teacher overwhelmed as the teacher sees the need of differentiation,
but there is just not enough time for an effective differentiation.
Now students outside the classroom get the information they are going to need for class, they can
pause, rewind, rewatch as many times as they need. They can post questions online to the
classmates and teacher, and it is a sel-paced programmed, they can be remediated by going back and
review more topics or they can go ahead and go forward as they master the content.
o After watching the content, student come into class with a different distribution, they are
split up in differentiated groups. The teacher is in the middle of the class working with all of
them, but not at the same time, the teacher can focus on different pieces of application.
o 10% of the class spent on delivering content90% of the class spent on application content
o Each group moves on a different pace and teacher can answer doubts or questions posted,
spending most of her or his time in application of content. Now all the students are engaged
and challenged and teacher has time to work with each group, giving individualized time and
instructions. Teacher can provide differentiation for all learners, struggling students, middles
students and extend challenge to higher level students.”
Best Practice 10: Michael Garver, marketing teacher at
Central Michigan University et al.
source: Elizabeth Millard, University Business, December 2012, Sample Flipped Class Session Agenda
1. Increases student engagement
There’s plenty of anecdotal evidence to suggest that students respond well to using classroom time
in a way that’s more geared toward discussion.
“The difference between my classroom before flipping and after is dramatic,” shares Michael Garver,
who teaches marketing at Central Michigan University. “The students are fired up now. They’re just
devoted to active learning during the entire class period. It’s wonderful.” Like many professors using
the flipped strategy, Garver breaks his lecture into short podcasts that accompany written or online
22

materials. He begins every class with a brief quiz to make sure everyone is at the same level of
comprehension with the material, and then, as he says, “the real learning begins.”
Students use clickers as part of competitions, which Garver finds to be hugely popular. He might give
them a real-world marketing scenario and ask them to make a decision based on 10 possible options.
Given a short amount of time to “click in,” students work in teams to come up with the best answers,
and Garver tends to hear very lively debates during the process. “When I hear some good, solid
arguments, that’s when I know they’re learning, and they’ll retain the information,” he says.
About 70 percent of his classes use these types of competitions on a regular basis, and often during
class, the level of emotion and intensity is compelling. “When there’s emotion, there’s lesson
retention,” Garver says. “Students love this system because they’re not listening to some old lecture.
They’re interacting and debating, and that makes them feel involved.”
2. Strengthen team-based skills
The group dynamic that Garver creates is an important part of many flipped classrooms. Although
lectures are watched individually and tests still measure each student’s comprehension level,
teamwork is an integral part of in-class discussion.
“Classroom technology isn’t about teaching students how to use mobile devices,” he says. “It’s all
about interaction—with teachers, with content, and with each other. We’re creating a collaborative
generation, and using technology for that effort.” They’ve been raised in a world of interaction and
communication, so asking them to sit and listen to a lecture, and then do homework on their own
somewhere, is foreign to many of them. That’s why higher education is succeeding with flipped
classrooms, because it adjusts the delivery style to the students.
With the access that today’s students have to information, making class time more effective through
team-based activities also tends to make students feel like showing up is worth the effort.
3. Offers personalized student guidance
According to Roger Freedman, a physics professor at the University of California, Santa Barbara,
professors are at their best when they can provide students with an active learning experience. “That
means giving students personalized guidance about what they do and do not understand and
personalized assistance with improving their understanding,” he explains.
Freedman asks students to watch a video lecture the night before class, as well as complete two or
three simple homework-type questions based on assigned reading and the video lecture. Each
student can also submit a question to Freedman about something from the lecture or reading that
they don’t understand; he gives them homework points for submitting the question. Before heading
to class, Freedman looks them over and chooses two or three of the most common queries to
answer in person.
“Class begins with me giving the answers to the student questions I selected,” he says. “You can hear
a pin drop during this part of the class, because the students are so interested in knowing the
answers to their own questions.”
In large classes, it can be challenging for professors to keep track of individual student progress in
terms of comprehension. But because data in a flipped model is collected and presented in a
straightforward way, instructors are able to provide personalized instruction to some degree.
“Clickers shine in the classroom because they offer students instant feedback about their
understanding, and give instructors insight into the often surprising kinds of misunderstandings that
students harbor,” Freedman says.
23

4. Focuses classroom discussion
Students expect a higher level of discussion and technology usage than they did in the past, and it’s
likely that those expectations will only increase, believes Tina Rooks, vice president and chief
instructional officer at Turning Technologies. “Kids don’t want to power down their devices just
because they’re walking into a classroom,” she says. “They know they have access to knowledge
because of technology, so now they’re looking for teachers who can coach them, and help them
understand that information.”
The clickers can collect responses from quizzes, for example, and display the results (anonymized or
not) on a screen in front of the class. Professors can also create multiple choice discussion topics and
poll the students to see what type of direction they’d like to take.
Marsha Orr, the distance education faculty liaison in the School of Nursing at California State
University, Fullerton, notes that clickers create a Socratic environment that allows students to think
more deeply about the material, or to address the material from a particular viewpoint. Since some
of her classes have students already in the nursing field, discussions might veer toward real-world
experiences, for example, as opposed to more theoretical discussions among those who haven’t
worked with patients before.
Utilizing a variety of tools in this way-including not just clickers but also online video and discussion
boards, printed materials, discussion groups, and peer review of written assignments-fosters more
comprehension across multiple learning styles.
“We’re not just presenting information and then testing them on it,” she says. “Flipped classrooms
and interactive materials let us increase the complexity of what we’re teaching, because we have a
stronger understanding of what they’re learning and what they’re not.”
5. Provides faculty freedom
For courses taught by multiple professors, having an online lecture series can be valuable for
delivering information in a standardized way, believes Bob Brookover, director of the Clemson
International Institute for Tourism Research and Development at Clemson University (S.C.). In his
department, he’s found that professors often cover the same material in unique ways, especially for
introductory courses. Rather than have each professor record lectures that cover the same material,
Brookover creates the lectures, allowing the professors to concentrate on in-class rich learning
activities. The system provides flexibility, because comprehension might be higher in one class than
in another, and the professor can hone in on specific areas where there’s confusion.
Brookover’s team meets on a weekly basis to decide on in-class activities, but there’s freedom to be
creative for each instructor, based on the discussions that come up in class. That structure of
providing standardized lecture materials and more collaborative environments in class works well,
Brookover notes.
“Professors appreciate the way they can take one topic and lead the students in a productive
discussion for that particular group, in a way that’s not based on lectures that take up class time,” he
says. “Students and faculty find the flipped approach to be very rewarding.”
24

Best Practice 11: University of Washington-Seattle Uses
Mediasite for Flipped Classroom, Lecture Capture and
Special Events
MADISON, Wis. — June 19, 2012 — Sonic Foundry, Inc. (NASDAQ: SOFO), the trusted market leader
for lecture capture, enterprise and event webcasting, today announced that The Foster School of
Business, the School of Medicine and the Professional and Continuing Education’s EDGE Program at
the University of Washington-Seattle have each selected Mediasite for lecture capture, flipped
classroom instruction, special events and inter-departmental collaboration.
“Mediasite is an invaluable educational technology platform for us, ensuring that regardless of where
our students are learning, either remotely or in the classroom, their educations are identical.
Everyone receives the same high-quality experience and Mediasite webcasts allow students to
review the material at any time,” said Dave Coffey, video and multimedia systems engineer for
EDGE.
Jason Reep, assistant director for the School of Medicine, Academic and Learning Technologies, who
helped implement Mediasite in EDGE, now works in the School of Medicine, where Mediasite has
been used for four years. The School of Medicine is currently involved in a re-accreditation process
that occurs every 10 years. One of the pushes for the school is the flipped classroom. Flipped
instruction is a model where faculty pre-record lectures and students watch before class. Classroom
time is then dedicated to dynamic discussion and interactions about what they learned.
“The University of Washington-Seattle’s Mediasite deployment in its medicine, business and
continuing education schools allows students, regardless of where they are in the world, to receive
the same quality education as students in the Seattle classrooms,” said Gary Weis, chief executive
officer for Sonic Foundry. “Their willingness to embrace the flipped classroom, video-based
instruction and collaborative, regional academic partnerships are true hallmarks of the University of
the Future, and we are proud to be their trusted partner to enhance both student access and
achievement.”
Best Practice 12: Elizabeth School in Colorado
Teacher Heather Witten at Elizabeth High School in Colorado discusses with students a Spanish
reading book in class. They were excited when they figured out a tough section. Some of Heather
Witten’s fellow teachers at Elizabeth (Colo.) High School in the Elizabeth School District have
followed her lead in implementing the flipped classroom, which she began in her upper-level Spanish
classes in 2011-2012, but it hasn’t been required schoolwide. “I’ve been very lucky with the support
I’ve had from administration and at the district level,” she says. “There is some definite fear among
the other teachers. They’re afraid somebody is going to make them do it. A lot of teachers say, ‘That
would never work.’ ” Witten once was sharply questioned by a colleague wanting to know why her
students are out in the hallway talking, reading and playing on the internet. “I asked, ‘Are they
speaking Spanish?’ The teacher said, ‘Yes.’
Best Practice 13: Bryan Goodwin and Kirsten Miller
Lectures aren't necessarily bad—they can be an effective way to help students acquire new
knowledge (Hattie, 2008; Schwerdt & Wupperman, 2010). The problem with lectures is often a
matter of pacing. For some students, the information may come too slowly or cover what they
already know; other students may have trouble taking in information so rapidly, or they may lack the
prior knowledge they need to understand the concepts presented. After a hit-or-miss lecture,
25

teachers often assign homework, which many students perform in a private hell of frustration and
confusion. What did my teacher say about cross-multiplying?
The flipped classroom seems to be catching on. According to the Flipped Learning Network (2012),
membership on its social media site rose from 2,500 teachers in 2011 to 9,000 teachers in 2012. But
does research show that this innovation, sensible as it sounds, really improves learning?
To date, there's no scientific research base to indicate exactly how well flipped classrooms work. But
some preliminary nonscientific data suggest that flipping the classroom may produce benefits. In one
survey of 453 teachers who flipped their classrooms, 67 percent reported increased test scores, with
particular benefits for students in advanced placement classes and students with special needs; 80
percent reported improved student attitudes; and 99 percent said they would flip their classrooms
again next year (Flipped Learning Network, 2012). Clintondale High School in Michigan saw the
failure rate of its 9th grade math students drop from 44 to 13 percent after adopting flipped
classrooms (Finkel, 2012).
The lack of hard scientific evidence doesn't mean teachers should not flip their classrooms; indeed, if
we only implemented strategies supported by decades of research, we'd never try anything new.
Until researchers are able to provide reliable data, perhaps the best we can do is to ask, Do the
purported benefits of flipped classrooms reflect research-based principles of effective teaching and
learning?
At this time, we do not have direct scientific research to establish whether flipped classrooms
increase student learning. But absence of evidence is not evidence of absence. Indeed, there's reason
to believe that flipped classrooms may enhance student learning if they are implemented
thoughtfully, with careful attention to what research tells us about good instruction. What inverted
classrooms may really be flipping is not just the classroom, but the entire paradigm of teaching—
away from a traditional model of teachers as imparters of knowledge and toward a model of
teachers as coaches who carefully observe students, identify their learning needs, and guide them to
higher levels of learning.
Case in point is Salman Kahn whose prolific creation of online science and maths lessons is often
cited as one of the best examples of the flipped classroom. Salman is not a trained teacher, but
through his creation and sharing of the online Khan academy, and indeed by using tools like a video
camera and YouTube, or even a mobile app like ‘Explain Everything’, any teacher can provide
students with content that prepares them for lessons that they can access in their own time, at their
own pace. Indeed, students world-wide can also access (and create) such content themselves,
without having been directed by a teacher to do so.
Best Practice 14: Philipps-University Marburg, Heidelberg
University of Education and the University of Applied
Sciences Bielefeld
http://www.uni-marburg.de/aktuelles/news/2012b/invertedclassroom
Professors from Universities of Bielefeld, Heidelberg and Marburg joined forces to propagate the
“inverted classroom” or “flipped classroom”. In the “lectures of 21st century”, as they call it, the
students prepare with videos of lectures and other online learning devices. Instead of listening to a
frontal lecture, they are discussing in class and are doing group works. But do the students really
prepare for those plenary sessions? The Professors Handke, Loviscach and Spannagel completely
agree that they do. “I’m always happy to see all those mathematical diagrams and derivations
written into the closes by the students”, Loviscach explains. His Videos regularly contain questions to
think about and to work on. In Marburg one ensures by accompanying practise exercises that the
26

students consider the videos. About 90% of students would choose this event concept again, if they
had the choice," says mathematical didactics professor Spannagel who, like his colleagues, records
his lectures and uploads then on YouTube, available for everyone. The advantage is that students can
view the lectures in their time at home and pause the video or rewind if they have not noticed
something, or think again on an aspect. In the lecture hall is then time to address the questions of
students or to solve problems together and to discuss.
Will the professor be unnecessary in future by the provision of lecture videos? The three are sure: No
way! At the contrary, the discussions that come up in the plenary sessions need steering of a
professional expert. "One can hardly prepare on the issues, questions and discussions, which are
introduced by the students," says Loviscach. One must be very familiar with the subject to be able to
react flexibly in the plenary. "This is much harder than holding a 90 - minute presentation".
For a professor who has ever flipped his lecture, there is no turning back. "The concept is not suitable
for every colleague," says Handke, "because you must accept a significant degree of criticism."
Finally, errors in YouTube videos are commented mercilessly. "For every inaccuracy and every
problem there is a viewer who noticed it and whinges about it" adds Loviscach. "And that's a big
advantage ," says Spannagel, "after all, errors should be so noted and corrected." Teaching in public
constantly demand best performances. "I notice how my e-Lectures are getting better," said Handke.
projects, etc. Instructors can also employ Just-in-Time Teaching strategies by using student
assessment data to determine the concepts or questions that students are struggling with and that
should be addressed in class.
Best Practice 15: Teacher Chris Waterworth
http://www.theguardian.com/teacher-network/teacher-blog/2014/mar/30/flipped-learning-
benefits-challenges-best-practice-live-chat
Teacher Chris Waterworth recently started using flipped learning with his class and has written a
really interesting blog post about how the approach has gone down with his students and, thanks to
an unexpected Ofsted visit, how it's been received by inspectors.
Flipped learning turns the usual teaching model on its head. The idea is that students learn new
content outside the classroom (usually online) and then tackle assignments in lessons, giving
teachers more time to help students with aspects they don't understand. Chris, who's been
experimenting with the method for a few weeks, talks about how he's been using it to teach division.
Firstly, he emails students two videos on YouTube about the topic, asking them to watch the clips
over the weekend and bring any questions to school on Monday. In the lesson, he sets challenges on
short and long division. What's interesting is that instead of assigning students tasks based on their
ability, students can choose the problems they'd like work on depending on the level they believe
they're at.
Ten minutes into the class an Ofsted inspector walks in. Chris writes: "Some of the pupils had chosen
to stay with me to explore their misconceptions. "This is where the children really excelled. They
knew which part of the calculation strategy they were challenged by and could tell me about it in
detail, because they had watched the video before the session. "The approach enabled me to spend
more time questioning childrens' understanding and moving learning on."
And, he writes, "what better way to endorse the use of a flipped classroom than a direct quote from
our Ofsted report: 'An innovative use of e-tablets when learning about mathematics enabled pupils
to make outstanding progress.'"
27

Best Practice 16: Chemistry course at Ohio State University
source: http://www.ecampusnews.com/technologies/4-best-practices-flipped-classroom-
implementation/
I’ve been utilizing the flipped classroom model for my chemistry course at Ohio State University
(OSU) and have seen great results. Based on what I’ve been reading and hearing about in education,
it looks like I’m not alone. According to a recent study, 50 percent of teachers are already flipping or
planning to flip their classroom within the next year and 96 percent of teachers who have flipped a
lesson recommend the model to other educators.
My journey began in the summer of 2011, as I was looking for a way to align my courses with Ohio
State University’s Digital First Initiative, which focuses on redesigning the campus experience at OSU
by optimizing wireless and classroom technology, inspiring instructors to offer engaging digital
learning content to students, and enhancing the student experience from enrollment to graduation
and beyond.
As per the flipped learning model, students enrolled in my course will typically view online videos or
read digital content correlated with textbook concepts—via the course website or iTunes U Course—
prior to class. In-class time is utilized to master difficult concepts or questions, and after class
students receive personalized homework assignments based on what students demonstrated in
“lecture.”
As this learning model truly “flips” the traditional lecture model, I have highlighted four best
practices below for educators who are working on flipping their classroom:
Four Best Practices for Flipped Classroom Implementation
1. Start small with just one concept.
Educators must be patient when implementing the flipped classroom model, as the transition simply
does not happen overnight. The key to a successful implementation is to start small. Educators can
review previous final exam scores to select a concept that a majority of students struggle with and
dedicate time to flip that concept only. This gives the instructor the time to really invest in the digital
flip, gauge student success, and most importantly, make sure the flipped classroom model
complements—not detracts—from their teaching style.
2. Digital content should be created, not transferred.
While the most time-efficient way to transition to the flipped classroom is to simply digitize your
current course content, this is not the most effective way to go about the transition. Just because
content is effective in a lecture course does not mean the content is fit for digital digestion. The first
year teaching in a flipped classroom should be treated the same as the first year of teaching in a
traditional classroom. Educators must take time to develop both fresh pre- and post-lecture
assignments as well as new activities to use during class.
3. Utilize free resources.
As stated, the flipped classroom cannot be successful without the development of new digital
content, but this content does not need to come from you and you alone. Countless resources are
available to assist first-time flipped classroom educators. For example, theFlipped Learning
Network is a social network that provides educators with the knowledge, skills, and resources to
successfully flip their classroom.
28

4. Utilize technology to improve class time.
Preparation for implementing the flipped classroom model does not end with digitizing content. With
students coming to class with an idea of the concept—regardless of the level of understanding—
educators must now take advantage of class time to be as productive as possible for furthering
students’ conceptual development. Lecture hours become discussion time, and in order to maximize
discussions, educators and universities should consider partnering with an education technology
company. For example, through The Ohio State University’s partnership with Learning Catalytics,
students submit answers through their laptop or mobile device, giving me the ability to understand
student performance in real-time during class. Learning Catalytics gives educators the opportunity to
obtain real-time responses to open-ended or critical thinking questions, determine which areas
require further explanation, and then automatically group students for further discussion or problem
solving.
According to a recent study from the Flipped Learning Network, the percentage of teachers who
have flipped at least one lesson increased from 48 percent to 78 percent in just the last two years,
and I believe that this learning model will only continue to flourish in more classrooms and with more
students. The flipped classroom model has deepened my passion for teaching, and as technology
continues to evolve I could not be more excited to see the learning model improve further.
Other Selected Best Practices:
Instructors usually flip because of a desire to provide more personalized instruction and use active
learning activities in their class. Demski (2013) says: “Robert Talbert, a professor of mathematics at
Grand Valley State University (MI), was drawn to the flipped model because it requires students to
be active agents of their own learning, rather than rely on the expertise of their professor. ‘The
whole point of college is to learn how to teach yourself‐‐that's what the rest of your life is going to
require,’ he insists. ‘You have to know how to find your own resources, make sense of them, and
then put them to work as best as you can. “’In a flipped classroom, a professor is able to teach both
content and process’, he explains. ‘The kinds of problems that people with degrees in mathematics
get hired to work on are amorphous and poorly defined,’ Talbert continues. ‘A lot of the problems
my students will face don't even exist yet. We can't just focus on content coverage. We have to teach
the ability to adapt and evolve along with the problems.’”
SkillsTutor (n.d.) notes the following benefits to students:
o Personalized educations for slow and fast learners
o Greater opportunity for 1:1 help from teachers
o Stronger bonds with teachers
o Encouragement to collaborate on ideas and projects with other students
o Ability to rewind, save, review lesson plans at any moment (especially useful for students
who are absent from class)”
In discussing the benefits of flipping, Restad (2013) says: “In the end, the benefits of the flipped
approach are considerable. Students take more responsibility for their own learning. Working in class
along with a master of the discipline (you), they learn to think more critically, communicate more
effectively, and have a greater appreciation for the unique importance and logic of the subject. And
they experience at least some of the satisfaction of learning how to think in a new and, in some
cases, life‐changing way.”
Hill (2013) says: “The flipped classroom approach offers clear advantages:  Video lectures can be
edited, polished, and rerecorded. Students can pause, replay, and watch lectures repeatedly at their
29

convenience. Faculty may even find that with editing, lectures become shorter and more on point. 
By a simple analysis of performance on past examinations, identification of trends in frequently
asked questions and student course evaluations, faculty can determine areas where students often
falter, and use this information to determine how classroom time will be used.
Faculty can then devote time to helping students develop synthesis and explore application during
class time through: experiential exercises, team projects, problem sets, and activities that previously
had been assigned as independent homework. In particular, students can receive direct faculty input
on those segments of the material that have historically been the most [difficult] or ambiguous.
“Many faculty spend considerable unpaid, out‐of‐class hours helping individual students make sense
of difficult course material and bring it all together in a relevant way. And that’s if they’re lucky
enough to have students who proactively seek help when they are ‘stuck.’ The flipped model allows
instructors to help students during assigned, compensated class time within their respective teaching
loads; guiding students as they engage with the content in any number of active learning activities. It
also makes it easier for faculty to identify and correct stumbling blocks to learning as they are
happening. “I also suspect the increased focus on the synthesis and application of knowledge will
find considerable favor with employers who deride the lack of a more competency‐based approach
in much of higher education.”
Dr. Tim Newby (T. Newby, personal communication, November 21, 2013), Professor in the
Department of Learning Design and Technology at Purdue, raves about the higher level of
engagement that occurs in his flipped class. He says that when he taught a large lecture class all of
the students brought their computing devices but only the students in the first few rows were paying
attention and doing class work on them. The rest of the students were Facebooking or doing other
things. Now, in his flipped classroom, every student has a mobile device and every student is doing
classwork on it, and having vigorous discussions with each other while doing so. His students are
MUCH more engaged than they were in the large lecture class!
Hanover Research (2013) also gives the following advice: “Before implementing a classroom flip,
educators should carefully assess whether the model is appropriate for their curriculum and
students. Critical considerations include whether the students will be receptive to a change in
instructional ideology, whether the subject material will translate well to the new format, and
whether the technology is accessible for all teachers and students.” Dr. Tim Newby (T. Newby,
personal communication, November 21, 2013) says that he was motivated to flip by the fact that he
was covering similar material every semester, and this material lent itself to being put online. He was
using the case study method and students would work on the cases outside of class. When he
lectured he was telling the students what they should be doing instead of having them actually do
it. He wanted to do it with them in class. So the combination of having repetitive content and a
desire for participative learning with his students moved him to adopt the flipped model.
Dr. Regena Scott (R. Scott, personal communication, November 25, 2013), Assistant Professor of
Technology Leadership and Innovation at Purdue, says: “[The Flipped Model] is not appropriate for
every class. Don’t force it! Evaluate the course outcomes. Can the class be interactive? Is it a team
environment? Would [flipping] strengthen learning? Can they learn from each other? Is it project‐
based, in some way? The course must be fundamentally interactive for a good flip.” Dr. Scott feels
that the flipped model is more appropriate for classes where students have to produce a product
such as a group project, rather than strictly take exams. Above all, deciding to flip because it is “cool”
or “modern” is a poor reason. You should talk to someone who has taught using the flipped model
and get their opinion.
Ullman (2013) notes: “She enjoys flipping, but cautions that it requires students to be independent.
‘It’s an excellent growth opportunity, but the student has to be willing to put in the time and be an
active participant in the learning. Some kids listen, do a little homework, and get by. That won’t cut it
in the flipped classroom”. Dr. Tim Newby (T. Newby, personal communication, November 21, 2013)
30

notes that students who are poor planners won’t do well in the flipped model. Since his class
contains a lot of freshmen, this was a concern. He compensates for this by giving online quizzes
associated with the videos and setting the release criteria so that the quizzes expire before the next
class period. Without setting an expiration date, he feels the good students may do the quizzes in a
timely fashion but other students may not. With rigid release criteria, 80% ‐ 90% of the students
complete the quizzes.
Miller (2012) says: “We must first focus on creating the engagement and then look at structures, like
the flipped classroom, that can support [the engagement] “Just because I record something, or use a
recorded material, does not mean that my students will want to watch, nor see the relevance in
watching it. I mean, it is still a lecture. Also, this ‘need to know’ is not ‘because it is on the test,’ or
‘because it will help you when you graduate.’ While that may be a reality, these reasons do not
engage the students who are already struggling to find meaning and relevance in school. If the
flipped classroom is truly to become innovative, then it must be paired with transparent and/or
embedded reason to know the content. “One of the best ways to create the ‘need to know’ is to use
a pedagogical model that demands this. Whether project‐based learning (PBL), game‐ based learning
(GBL), Understanding by Design (UbD), or authentic literacy, find an effective model to institute in
your classroom. Become a master of those models first, and then use the flipped classroom to
support the learning. Example: Master design, assessment, and management of PBL; and then look at
how you can use the flipped classroom to support the process. Perhaps it is a great way to
differentiate instruction, or support students who need another lesson in a different mode. Perhaps
students present you with a ‘need to know,’ and you answer with a recorded piece to support them.
This will help you master your role as ‘guide on the side.’
Demski (2013) says: “The prevalence of teamwork in a flipped classroom presents an assessment
challenge. To tackle the issue, Mazur developed a cloud‐based classroom‐management system called
Learning Catalytics, inspired by a technique developed for team‐based learning called IFAT (instant
feedback assessment technique). Students log into the system for individual and group‐based
assessments. ‘Six times a year, my students come into class, they sit around the table, and they each
log on to their device,’ explains Mazur. ‘They have anywhere from seven to 10 questions that they
need to answer. They work on it individually for about 25 minutes. They're allowed to Google
anything they want, but they're not allowed to collaborate with others on that part….After 20‐30
minutes, I flick a switch on my device and the system switches to team‐based mode. Now, if I'm a
student sitting at a table with three of my peers, each of our devices displays what the others at our
table have answered for each question. Then, as a team, we have to re‐answer the questions, but
now we can submit only one answer for the table…. As students discuss and agree upon their
answers, they learn from each other’, says Mazur. ‘If you were to walk into my classroom during that
collaborative part, and I were to tell you that the class is taking an exam, you'd look at me as if I were
from Mars,’ he jokes. ‘You'd see students cheering if they've gotten a right answer, talking to each
other, working together, and stepping to the movable whiteboards to demonstrate their points. It's
very chaotic, but what happens is that, at the end, the students know their scores instantly. And
most importantly, they've learned. The assessment has become a learning opportunity.’
Dr. Tim Newby (T. Newby, personal communication, November 21, 2013) notes that he still offers
three exams (two mid‐terms and a final) in his class, but the nature of the exams has changed. In his
flipped class, the exams are more practically oriented. He asks them to solve case problems similar to
the ones they have been working on in class. When he lectured, his exams focused more upon lower‐
order factual recall. Flipping has allowed him to use cases in his exams. In the review after the exam,
he can tell them “This topic was covered in video X. Go back and watch that!” Dr. Regena Scott (R.
Scott, personal communication, November 25, 2013) uses weekly quizzes and in addition has her
students write reflection papers, in addition to project‐based classroom activities. Rubrics are critical
to grading activities in a flipped classroom ‐ otherwise students will take the “shortest line” to
completion.
31

As a result, all research and implementation have showed that Flipped Classroom is beneficial and
use for the learning of the subjects in the classroom and contributes to reach students’ aims in the
class. Furthermore, regarding the use of Flipped Classroom in the classrooms, students and teachers
also can reach easily more information and recourses in the following links;
Bibliography
Bishop, J. L. & Verleger, M. A. (23-26 June 2013). The Flipped Classroom: A Survey of the Research,
120th ASEE Annual Conference and Exposition.
Bishop, J. L. (2013). A Controlled Study of the Flipped Classroom With Numerical Methods For
Engineers, Unpublished Doctoral Dissertation, Utah State University, USA.
Bishop, J. L., and Matthew A. V. (2013). “The flipped classroom: A survey of the research.” ASEE
National Conference Proceedings, Atlanta, GA.
Day, J. A. & Foley J. D. (2006). Evaluating a web lecture intervention in a human–computer
interaction course. IEEE Transactions on Education, 49(4):420–431.
Hanover Research (2013, October 15). Best Practices for the Flipped Classroom. Retrieved from
http://www.hanoverresearch.com/2013/10/best‐practices‐ for‐the‐flipped‐classroom/39 |
Hill, C. (2013, August 26). The benefits of Flipping Your Classroom. Retrieved from
http://www.facultyfocus.com/articles/instructional‐design/the‐benefits‐of‐ flipping‐your‐classroom/
Lage, M.J., Platt, G.J. and Treglia, M. (2000). Inverting the classroom: A gateway to creating an
inclusive learning environment. The Journal of Economic Education, 31(1):30–43, 2000.
Miller, A. (2012, February 24). Five Best Practices for the Flipped Classroom. Retrieved from
http://www.edutopia.org/blog/flipped‐classroom‐best‐ practices‐andrew‐miller.
Newby, T. (2013, November 22) Personal communication via video response. Retrieved from
http://screencast.com/t/fbx0Ixkg Pappas, P. (2011, July 13). How to Flip Your Classroom – and Get
Your Students to Do the Work. Retrieved from http://www.peterpappas.com/2011/07/how‐ to‐flip‐
flippingyour‐classroom‐get‐your‐students‐do‐work.html
Ogden, L. (2014). Flipping the Classroom in College Algebra: A Design and Development Study,
Unpublished Doctoral Dissertation, West Virginia University, USA.
Restad, P. (2013, July 22). “I Don’t Like This One Little Bit” Tales from a Flipped Classroom. Retrieved
from http://www.facultyfocus.com/articles/teaching‐ with‐technology‐articles/i‐dont‐like‐this‐one‐
little‐bit‐tales‐from‐a‐flipped‐ classroom/
Schwankl, E.R. (2013). Blended Learning: Achievement And Perception, Flipped Classroom: Effects on
Achievement and Student Perception. Unpublished Master’s Thesis, Southwest Minnesota State
University, USA.
SkillsTutor (n.d). Improve the Education of Every Student With a Flipped Classroom. Retrieved from
http://www.skillstutor.com/hmh/op/edit/Home/Best_Practices/flipped_cla ssroom
Snowden, K. E. (2012). Teacher Perceptıons Of The Flipped Classroom: Usıng Video Lectures Onlıne
To Replace Tradıtıonal In-Class Lectures, Unpublished Master’s Thesis, University Of North Texas,
USA.
Torkelson, V. (2012). The Flipped Classroom, Puttıng Learning Back into the Hands of Students,
Unpublished Master’s Thesis, Saint Mary’s College of California, USA.
Ullman, E. (2013, April 23). Tools and Tips for the Flipped Classroom. Retrieved from
http://www.techlearning.com/features/0039/tools‐and‐tips‐for‐the‐ flipped‐classroom/53725
32

RULES AND ADVICES
Author: Mt, Servicios de Formación S.L.
The following chapter will give some useful advices that should be considered while flipping the
classroom as well as some useful web resources:
o Set a date: the last thing you want to do is surprise your students with a sudden Classroom
Flip. Set a date of a least a month in advance so that you and your students can prepare.
o Additionally, teachers should clearly communicate the benefits and the reasoning behind
such a dramatic classroom shift to students.
o Another potential pitfall exists in the belief that teachers assume that all students will know
how to effectively learn from the digital medium – though Millennials are generally
accustomed to common digital platforms, the concept of treating them as educational tools
may well be foreign. Many practitioners advise that teachers have at least one in-class lesson
detailing how to best approach these lectures
(http://www.hanoverresearch.com/insights/best-practices-for-the-flipped-classroom/?i=k-
12-education)
o Get out of the way: as a student-centered pedagogy, the Flipped Classroom Model puts the
teacher on the sidelines. Get out of the way right from the first flip day and watch the magic
happen. By creating an environment where students learn from each other and at their own
pace, the teacher becomes a guide, offering more time for individual and small group
guidance. (taken from http://eduongo.net/2013/11/09/6-tips-for-successfully-flipping-your-
classroom)
o Don’t try to do too much at once… try flipping a few lessons and build up until you’ve flipped
one entire class. Then use lessons learned to flip other classes.
o There are many different tools you can use to flip your classroom. Don't try to use all of
them. Choose a list of those which are being useful in your lessons and go on working with
them
o In a Flipped Classroom, students should walk into class already instructed on the day’s topic.
To help ensure students do their “homework” one hundred percent of the time, give them
an incentive. First of all, keep your video lectures short, ideally 5-7 minutes. Also consider
gamifying your classroom. By offering an environment where participation and assessments
lead to levels won and titles given, students will show up to class excited, motivated, and
well prepared. (from http://eduongo.net/2013/11/09/6-tips-for-successfully-flipping-your-
classroom).
o Try to create attractive and motivating videos and not boring and monotonous lessons.
o Every time you have students watch a video, you must build in reflective activities to have
students think about what they learned, how it will help them, its relevance, and more
o Make sure your students have watched the video embedding significant questions through
some tools like Educanon or Edpuzzle.
o Increases student engagement / encourage Student Participation:
http://www.hanoverresearch.com/insights/best-practices-for-the-flipped-classroom/?i=k-
12-education
33

 Developing a series of online, post-lecture quizzes that may or may not be factored
into a student’s overall grade,
 Beginning class with a short recap and Socratic discussion of materials presented in
the lecture, and
 Beginning each class by reviewing students’ lecture notes or requiring that each
student ask at least one relevant question related to the lecture material.
 These rapid assessments can potentially encourage students to actively engage in
the video lectures and to increase teachers’ responsiveness to students’ needs
o In class, a good way to deal on the topic you want to teach is making groups so your students
can debate, create a presentation, role-playing, making their own videos...
o When working alone, it is too easy to give up when faced with setbacks. Having people to
work with will significantly ease the burden of the transition you are making. Share your
experiences and activities and you'll learn from your mates.
Web Resources for Flipped Classroom Teachers
http://www.showme.com/.
http://www.educreations.com/.
http://www.knowmia.com/.
http://www.sophia.org/.
http://www.sophia.org/flipped-classroom/flipped-classroom-certification.
http://ed.ted.com/.
34

GLOSSARY
Author: Mt, Servicios de Formación S.L.
Adobe Connect: Adobe Connect web conferencing software offers immersive online meeting
experiences from small group collaboration to large scale webinars. It’s software used to create
information and general presentations, online training materials, web conferencing, learning
modules, and user desktop sharing. All meeting rooms are organized into 'pods'; with each pod
performing a specific role (i.e. chat, whiteboard, note, etc.).
Apps (Open): the ability to add or create new content on the app. Teachers or students can turn into
creators of their own learning content.
Apps (Closed): apps without the possibility to add or create content.
BB FlashBack: is a Windows-based screen recording program, distributed by Blueberry Software. It
allows the user to add text effects, cut and paste movie footage and edit mouse movements. Screen
recordings can be exported to Flash, AVI, WMV, PPT or EXE formats. A PowerPoint plug-in is also
deployed with the program’s installer. A freeware version of this program was released in April 2009.
Blackboard: is a virtual learning environment and course management system developed by
Blackboard Inc. It is Web-based server software which features course management, customizable
open architecture, and scalable design that allows integration with student information systems and
authentication protocols. It may be installed on local servers or hosted by Blackboard ASP Solutions.
Its main purposes are to add online elements to courses traditionally delivered face-to-face and to
develop completely online courses with few or no face-to-face meetings.
Blog: Is a discussion or informational site published on the Web and consisting on discrete entries
( “Posts”) typically displayed in reverse chronological order (the most recent post appears first).
Camtasia: are software suites, created and published by TechSmith, for creating video tutorials and
presentations directly via screencast, or via a direct recording plug-in to Microsoft PowerPoint. The
screen area to be recorded can be chosen freely, and audio or other multimedia recordings may be
recorded at the same time or added separately from any other source and integrated in the Camtasia
Studio component of the product. Both versions of Camtasia started as enhanced screen capture
programs and have evolved to integrate screen capture and post-processing tools targeted at the
educational and information multimedia development marketplace.
Collaborative learning: The concept of collaborative learning, the grouping and pairing of learners
for the purpose of achieving a learning goal, has been widely researched and advocated - the term
"collaborative learning" refers to an instruction method in which learners at various performance
levels work together in small groups toward a common goal. The learners are responsible for one
another's learning as well as their own. Thus, the success of one learner helps other students to be
successful.
Cooperative Learning: The term cooperative learning (CL) refers to students working in teams on an
assignment or project under conditions in which certain criteria are satisfied, including that the team
members be held individually accountable for the complete content of the assignment or project.
This chapter summarizes the defining criteria of cooperative learning, surveys CL applications,
summarizes the research base that attests to the effectiveness of the method, and outlines proven
methods for implementing CL and overcoming common obstacles to its success.
Educanon: eduCanon is an online learning environment to create and share interactive video lessons.
Teachers begin with any YouTube, Vimeo, or TeacherTube video content (screencasts, Khan
35

Academy, Minute Physics, TED, NOVA, etc.) and transform what is traditionally passive content into
an active experience for students. By time-linking activities that students engage with as the video
progresses the content is segmented into digestible components - increasing student engagement
and, through our real-time monitoring, informing the next day’s lesson planning.
Exitticket: is a student response system, designed by teachers to achieve one simple idea: Accelerate
student achievement.
Gamification: the use of game and leisure design elements in educational activities.
Guzem: is a LMS environment based on Moodle, used to connect with Adobe Connect tool.
Inductive Methodologies: Involves student’s inductive research to solve problems, questions, facts.
Inductive reasoning is based on learning from experience. Patterns, resemblances, and regularities in
experience are observed in order to reach conclusions.
ICT: Information and communications technology
Just in time teaching: (JiTT) is a pedagogical strategy that uses feedback between classroom activities
and work that students do at home, in preparation for the classroom meeting. The goals are to
increase learning during classroom time, to enhance student motivation, to encourage students to
prepare for class, and to allow the instructor to fine-tune the classroom activities to best meet
students’ needs.
Metacognition: is "cognition about cognition", or "knowing about knowing". It comes from the root
word "meta", meaning beyond. It can take many forms; it includes knowledge about when and how
to use particular strategies for learning or for problem solving. There are generally two components
of metacognition: knowledge about cognition, and regulation of cognition.
Multiple Inteligences: In 1983 Howard Gardner declared that our culture had defined the
“Intelligence” concept in a too limited way and he stated the existence of at least 7 basic
intelligences. Later he added an eighth. These 8 intelligences are: verbal-linguistic, visual-spatial,
musical-rhythmic, logical-mathematical, bodily-Kinesthetic, interpersonal, intrapersonal and
naturalistic.
Peer instruction: Peer Instruction lecture and focuses their attention on underlying concepts.
Lectures are interspersed with conceptual questions, called ConcepTests, designed to
expose common difficulties in understanding the material. The students are given one to two
minutes to think about the question and formulate their own answers; they then spend two to three
minutes discussing their answers in groups of three to four, attempting to reach consensus on the
correct answer. This process forces the students to think through the arguments being developed,
and enables them (as well as the instructor) to assess their understanding of the concepts even
before they leave the classroom.
Problem Based Learning: Problem-based learning (PBL) is an approach that challenges students to
learn through engagement in a real problem. It is a format that simultaneously develops both
problem solving strategies and disciplinary knowledge bases and skills by placing students in the
active role of problem-solvers confronted with an ill-structured situation that simulates the kind of
problems they are likely to face as future managers in complex organizations. Students are divided in
groups and together have to find a solution to a question, problem, and this implies investigation,
integration and application of the concepts work. With this method students are able to design their
learning needs assessment.
Project Based Learning: Project Based Learning is a teaching method in which students gain
knowledge and skills by working for an extended period of time to investigate and respond to a
complex question, problem, or challenge. PBL includes:
36

o Key Knowledge, Understanding, and Success Skills - The project is focused on student
learning goals, including standards-based content and skills such as critical thinking/problem
solving, collaboration, and self-management.
o Challenging Problem or Question - The project is framed by a meaningful problem to solve
or a question to answer, at the appropriate level of challenge.
o Sustained Inquiry - Students engage in a rigorous, extended process of asking questions,
finding resources, and applying information.
o Authenticity - The project features real-world context, tasks and tools, quality standards, or
impact – or speaks to students’ personal concerns, interests, and issues in their lives.
o Student Voice & Choice - Students make some decisions about the project, including how
they work and what they create.
o Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and
project activities, the quality of student work, obstacles and how to overcome them.
o Critique & Revision - Students give, receive, and use feedback to improve their process and
products.
o Public Product - Students make their project work public by explaining, displaying and/or
presenting it to people beyond the classroom.
Rubrics: A rubric sets out clearly criteria and standards for assessing different levels of performance.
Rubrics have often been used in education for grading student work, and in recent years have been
applied in evaluation to make transparent the process of synthesizing evidence into an overall
evaluative judgment.
A rubric consists of a rating of performance, which can be generic (eg. from 'Very poor' to 'Excellent')
or customized (eg. ''Detrimental' to 'Highly Effective'). A rubric can also be known as a global
assessment scale.
Socrative: Socrative lets teachers engage and assess their students with educational activities on
tablets, laptops and smartphones. Through the use of real time questioning, instant result
aggregation and visualization, teachers can gauge the whole class’ current level of understanding.
Socrative saves teachers time so the class can further collaborate, discuss, extend and grow as a
community of learners.
Taxonomía de Bloom: Bloom's taxonomy refers to a classification of the different objectives that
educators set for students (learning objectives). It divides educational objectives into three
"domains": cognitive, affective, and psychomotor (sometimes loosely described as "knowing/head",
"feeling/heart" and "doing/hands" respectively). Within the domains, learning at the higher levels is
dependent on having attained prerequisite knowledge and skills at lower levels. A goal of Bloom's
taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of
education.
We can define it by three dimensions:
o Affective domain: describe the way people react emotionally and their ability to feel other
living things’ pain or joy. There are five levels in the affective domain moving through the
lowest order processes to the highest:
 Receiving
 Responding
 Valuing
37

 Organizing
 Characterizing
o Psychomotor domain describes the ability to physically manipulate a tool or instrument like a
hand or a hammer.
o Knowledge domain involves the recall of specifics and universals, the recall of methods and
processes, or the recall of a pattern, structure or setting.
The Taxonomy is set out:
o Knowledge of Specifics
o Knowledge of Terminology
o Knowledge of Specific Facts
o Knowledge of Ways and Means of Dealing with Specifics
o Knowledge of Conventions
o Knowledge of Trends and Sequences
o Knowledge of Classifications and Categories
o Knowledge of Criteria
o Knowledge of Methodology
o Knowledge of The Universals and Abstractions in a Field
o Knowledge of Principles and Generalizations
o Knowledge of Theories and Structures
Wiki: is the name given to a website whose WebPages can be directly edit from the browser, where
users can create, modify or eliminate content previously shared.
2.0 Websites: allows users to interact and collaborate with each other in a social media dialogue as
creators of user-generated content in a virtual community, in contrast to Web sites where people are
limited to the passive viewing of content.
38

FURTHER INFORMATION
Collected by: Gazi University, Faculty of Education
Baranovic, K. (2013). Flipping The First-Year Composition Classroom: Slouching Toward The
Pedagogically Hip. Unpublished Master thesis, Southeast Missouri State University, USA.
Marlowe, C. A. (2012). The Effect Of The Flıpped Classroom On Student Achıevement And Stress.
Unpublished Master thesis,Montana State Universıty, USA.
Chronicle of Higher Education: How 'Flipping' the Classroom Can Improve the Traditional Lecture
(http://chronicle.com/article/How-Flipping-the-Classroom/130857/)
Duke.edu: Flipping Teaching Around (https://today.duke.edu/2013/02/flippedclassroom)
Stanford.edu: 'Now you try it': Stanford faculty share experiences of online teaching
(http://news.stanford.edu/news/2013/january/online-learning-forum-012813.html)
USA Today: Flipped Classrooms Take Advantage Of Technology
(http://usatoday30.usatoday.com/news/education/story/2011-10-06/flipped-classrooms-virtual-
teaching/50681482/1/)
What Is Flipped Learning?:
http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.p
df
Bishop & Verleger: The flipped classroom: A survey of the research, 2013.
Accreditation Board for Engineering and Technology. Criteria for accrediting engineering programs
effective for evaluations during the 2010-2011 accreditation cycle, 2009.
Nanette Asimov. Protests as UC regents seek to avoid tuition hike. San Francisco Chronicle, May
2012.URL http://www.sfgate.com/education/article/Protests-as-UC-regents-seek-to-avoidtuition-
hike-3564366.php.
J. Baker. The "classroom flip": Using web course management tools to become the guide on the side.
In 11thInternational Conference on College Teaching and Learning, 2000.
H.S. Barrows. Problem-based learning in medicine and beyond: A brief overview. New Directions for
Teachingand Learning, 1996(68):3–12, 1996.
J. Bergmann and A. Sams. Remixing chemistry class: Two colorado teachers make vodcasts of their
lectures to free up class time for hands-on activities. Learning & Leading with Technology, 36(4):22–
27, 2009.
J. Bergmann and A. Sams. Flip Your Classroom: Talk to Every Student in Every Class Every Day.
International Society for Technology in Education, 2012. ISBN 9781564843159. URL
http://books.google.com/books?id=nBi2pwAACAAJ.
L. Bland. Applying flip/inverted classroom model in electrical engineering to establish life-long
learning. In Proceedings of the ASEE Annual Conference & Exposition. Chicago, Illinois., 2006.
S.W. Bonham, D.L. Deardorff, and R.J. Beichner. Comparison of student performance using web and
paperbased homework in college-level physics. Journal of Research in Science Teaching,
40(10):1050–1071, 2003.
P.A. Cohen, B.J. Ebeling, and J.A. Kulik. A meta-analysis of outcome studies of visual-based
instruction. Educational Technology Research and Development, 29(1):26–36, 1981.
39

Coursera. Courses for everyone, 2012. URL https://www.coursera.org/.
J. A. Day and J. D. Foley. Evaluating a web lecture intervention in a human–computer interaction
course.IEEE Transactions on Education, 49(4):420–431, 2006.
Janet L. DeGrazia, John L. Falconer, Garret Nicodemus, and Will Medlin. Incorporating screencasts
into chemical engineering courses. In Proceedings of the ASEE Annual Conference & Exposition,
2012.
Jacqueline Delange. Quebec student protests: Tuition protests planned for Montreal and Quebec
City. Huffington Post, June 2012. URL http://www.huffingtonpost.ca/2012/06/22/quebec-
studentprotests_
n_1617840.html.
C. Demetry. Work in progress: An innovation merging "classroom flip" and team-based learning. In
Proceedings,40th ASEE/IEEE Frontiers in Education Conference, 2010.
Morton Deutsch. A theory of cooperation and competition. Human relations, 2(2):129–152, 1949.
doi:10.1177/001872674900200204.
F. Dochy, M. Segers, P. Van den Bossche, and D. Gijbels. Effects of problem-based learning: A meta-
analysis.Learning and instruction, 13(5):533–568, 2003.
A. Dollar. A web-based statistics course used in an inverted classroom. In Proceedings of the ASEE
Annual Conference & Exposition, 2009.
P.E. Doolittle. Understanding cooperative learning through Vygotsky. In Lily National Conference on
Excellence in College Teaching, Colombia, SC, June 2-4 1995.
edX, 2012. URL http://www.edxonline.org/release.html.
Encyclopaedia Britannica. Encyclopaedia Britannica, 2012. URL http://www.britannica.com/
EBchecked/topic/186618/Encyclopaedia-Britannica.
Encyclopaedia Britannica. Encyclopaedia Britannica, 2012. URL http://store.britannica.com/.
R.M. Felder and R. Brent. Designing and teaching courses to satisfy the ABET engineering criteria.
Journal of Engineering Education, 92(1):7–25, 2003. ISSN 1069-4730.
R.M. Felder and L.K. Silverman. Learning and teaching styles in engineering education. Engineering
education,78(7):674–681, 1988.
J. Foertsch, G. Moses, J. Strikwerda, and M. Litzkow. Reversing the lecture/homework paradigm using
eteachR web-based streaming video software. Journal of Engeneering Education-Washington,
91(3):267–274, 2002.
H. Foot and C. Howe. The psychoeducational basis of peer-assisted learning. In K.J. Topping and S.W.
Ehly, editors, Peer-Assisted Learning, pages 27–43. Lawrence Erlbaum Associates, 1998.
M. Franciszkowicz. Video-based instruction to enhance an active learning environment for general
chemistry. Journal of the Research Center for Educational Technology, 4(2):5–14, 2008.
H. Fynewever. A comparison of the effectiveness of web-based and paper-based homework for
general chemistry. The Chemical Educator, 13(4):264–269, 2008.
G.C. Gannod. WIP: Using podcasting in an inverted classroom. In Proceedings of the 37th IEEE
Frontiers in Education Conference, 2007.
G.C. Gannod, J.E. Burge, and M.T. Helmick. Using the inverted classroom to teach software
engineering. In Proceedings of the 30th international conference on Software engineering, pages
777–786. ACM, 2008.
40

D. Gijbels, F. Dochy, P. Van den Bossche, and M. Segers. Effects of problem-based learning: A meta-
analysis from the angle of assessment. Review of educational research, 75(1):27–61, 2005.
Andrew Gillen, Matthew Denhart, and Jonathan Robe. Who subsidizes whom? An analysis of
educational costs and revenues. Policy paper, Center for College Affordability and Productivity, 2011.
Jennifer Gollan. Tuition hyperinflation. The Bay Citizen, July 2011. URL
http://www.baycitizen.org/education/story/tuition-hyperinflation/.
A.M. Goodsell, M. Maher, and V. Tinto, editors. Collaborative learning: A sourcebook for higher
education.National Center on Postsecondary Teaching, Learning and Assessment, 1992.
R.S. Grabinger and J.C. Dunlap. Rich environments for active learning: A definition. Association for
Learning Technology Journal, 3(2):5–34, 1995.
D. Hestenes, M. Wells, and G. Swackhamer. Force concept inventory. The physics teacher, 30(3):141–
158, 1992.
Kelly Heyboer. Long Rutgers board meeting ends with short protest over tuition costs and
restructuring plan.nj.com, June 2012. URL
http://www.nj.com/news/index.ssf/2012/06/long_rutgers_board_meeting_end.html.
C.E. Hmelo-Silver. Problem-based learning: What and how do students learn? Educational Psychology
Review, 16(3):235–266, 2004.
D.W. Johnson. Circles of learning: Cooperation in the classroom. Association for supervision and
curriculum development, Alexandria, VA, 1984.
D.W. Johnson and R.T. Johnson. Learning together and alone: Overview and meta-analysis. Asia
Pacific Journal of Education, 22(1):95–105, 2002.
D.W. Johnson, R.T. Johnson, and K.A. Smith. Cooperative learning returns to college what evidence is
there that it works? Change: The Magazine of Higher Learning, 30(4):26–35, 1998.
DW Johnson, RT Johnson, and MB Stanne. Cooperative learning methods: A meta-analysis. Methods,
1:1–33, 2000.
Carl G. Jung. Modern man in search of a soul. Psychology Press, 2001. (C. F. Baynes, Trans. Original
work published 1933).
S. Kadel and J.A. Keehner, editors. Collaborative Learning: A Sourcebook for Higher Education, Vol. 2.
National Center on Postsecondary Teaching, Learning, and Assessment, University Park, PA, 1994.
C. Kaner and R. Fiedler. Inside out: A computer science course gets a makeover. In Association for
Educational Communication and Technology International Conference, 2005.
S. Kellogg. Technology enabled support modules for the inverted entrepreneurial classroom. In
Poceedings of the ASEE Annual Conference & Exposition. Pittsburgh, Pennsylvania, 2008.
Khan Academy. Watch. practice. learn almost anything for free., 2012. URL
http://www.khanacademy. org/about.
David A. Kolb. Experiential learning: Experience as the source of learning and development, volume
1.Prentice-Hall Englewood Cliffs, NJ, 1984. ISBN 9780132952613. URL
http://books.google.com/books?id=ufnuAAAAMAAJ.
M.J. Lage and G. Platt. The internet and the inverted classroom. The Journal of Economic Education,
31(1):11, 2000.
M.J. Lage, G.J. Platt, and M. Treglia. Inverting the classroom: A gateway to creating an inclusive
learning environment. The Journal of Economic Education, 31(1):30–43, 2000.
41

Kurt Lewin. Dynamic Theory of Personality. McGraw-Hill Book Co, 1935. D. K. Adams and K. E.
Zener,Trans.
Barbara J. McNeil. A Meta-analysis of interactive video instruction: A 10 year review of achievement
effects. PhD thesis, University of Idaho, 1989.
J. Michael. Where’s the evidence that active learning works? Advances in Physiology Education,
30(4): 159–167, 2006.
C. Papdopoulos and A. Santiago-Román. Implementing an inverted classroom model in engineering
statics:Initial results. In Proceedings of the ASEE Annual Conference & Exposition, Louisville,
Kentucky, 2010.
Jeremy F. Strayer. The effects of the classroom flip on the learning environment: A comparison of
learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring
system. PhD thesis, The Ohio State University, 2007.
Robert Talbert. Learning MATLAB in the inverted classroom. In Proceedings of the ASEE Annual
Conference & Exposition, 2012.
N. Warter-Perez and J. Dong. Flipping the classroom: How to embed inquiry and design projects into
a digital engineering lecture. In Proceedings of the 2012 ASEE PSW Section Conference, 2012.
Sarah Zappe, Robert Lieicht, John Messner, Thomas Litzinger, and Hyeon Woo Lee. "Flipping" the
classroom to explore active learning in a large undergraduate course. In Proceedings, American
Society for Engineering Education Annual Conference & Exposition, 2009.
D. Zhang, L. Zhou, R.O. Briggs, and J.F. Nunamaker. Instructional video in e-learning: Assessing the
impact of interactive video on learning effectiveness. Information & Management, 43(1):15–27,
2006.
Websites dedicated to Flipped Classroom
http://flippedclassroom.org/.
http://flippedclassroom.com/.
http://flipped-learning.com/.
http://flippedhighschool.com/.
http://www.techsmith.com/flipped-classroom.html.
42

ANNEX
Author: Gazi University, Faculty of Education
The European Qualifications Framework (EQF):
In order to assess education, training and qualifications, from school education to academic, professional and vocational and facilitate the readability of
national qualifications across Europe, the European Qualifications Framework (EQF) was created. It acts as a translation device to promote workers' and
learners' mobility between countries and facilitate their lifelong learning. The EQF aims to relate different countries' national qualifications systems to a
common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of
different countries and different education and training systems. Since 2012, all new qualifications issued in Europe carry a reference to an appropriate EQF
level.
The core of the EQF concerns eight reference levels describing what a learner knows, understands and is able to do – 'learning outcomes'. Levels of national
qualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8). This will enable a much easier comparison
between national qualifications and should also mean that people do not have to repeat their learning if they move to another country.
(https://en.wikipedia.org/wiki/European_Qualifications_Framework)
Further information on the EQF and NQF can be found on here. An example of the EQF is shown below:

European Qualifications Framework (EQF)
Name-Surname: Gender:
Institution: Position:
Knowledge
In the context of EQF, knowledge is described as theoretical and/or
factual.
5
(Strongly
Agree)
4
(Agree)
3
(Partly
Agree)
2
(Disagree)
1
(Strongly
Disagree)
Level 1 I have basic general knowledge
Level 2 I have basic factual knowledge of a field of work or study
Level 3
I have knowledge of facts, principles, processes and general concepts, in a
field of work or study
Level 4
I have factual and theoretical knowledge in broad contexts within a field of
work or study
Level 5
I have comprehensive, specialised, factual and theoretical knowledge
withina field of work or study and an awareness of the boundaries of that
knowledge
Level 6
I have advanced knowledge of a field of work or study, involving a critical
understanding of theories and principles
Level 7
I have highly specialised knowledge, some of which is at the forefront of
knowledge in a field of work or study, as the basis for original thinking
and/or research
I have critical awareness of knowledge issues in a field and at the interface
between different fields
Level 8
I have knowledge at the most advanced frontier of a field of work or study
and at the interface between fields

Skills
In the context of EQF, skills are described as cognitive (involving the use of
logical, intuitive and creative thinking) and practical (involving manual
dexterity and the use of methods, materials, tools and instruments)
5
(Strongly
Agree)
4
(Agree)
3
(Partly
Agree)
2
(Disagree)
1
(Strongly
Disagree)
Level 1 I have basic skills required to carry out simple tasks
Level 2
I have basic cognitive and practical skills required to use relevant information in
order to carry out tasks and to solve routine problems using simple rules and
tools
Level 3
I have a range of cognitive and practical skills required to accomplish tasks and
solve problems by selecting and applying basic methods, tools, materials and
information
Level 4
I have a range of cognitive and practical skills required to generate solutions to
specific problems in a field of work or study
Level 5
I have a comprehensive range of cognitive and practical skills required to
develop creative solutions to abstract problems
Level 6
I have advanced skills, demonstrating mastery and innovation, required to solve
complex and unpredictable problems in a specialised field of work or study
Level 7
I have specialised problem-solving skills required in research and/or innovation
in order to develop new knowledge and procedures and to integrate knowledge
from different fields
Level 8
I have the most advanced and specialised skills and techniques, including
synthesis and evaluation, required to solve critical problems in research and/or
innovation and to extend and redefine existing knowledge or professional
practice

Competence
In the context of EQF, competence is described in terms of responsibility and
autonomy.
5
(Strongly
Agree)
4
(Agree)
3
(Partly
Agree)
2
(Disagree)
1
(Strongly
Disagree)
Level 1 I can work or study under direct supervision in a structured context
Level 2 I can work or study under supervision with some autonomy
Level 3
I can take responsibility for completion of tasks in work or study
I can adapt own behaviour to circumstances in solving problems
Level 4
I can exercise self-management within the guidelines of work or study contexts
that are usually predictable, but are subject to change
I can supervise the routine work of others, taking some responsibility for the
evaluation and improvement of work or study activities
Level 5
I can exercise management and supervision in contexts of work or study
activities where there is unpredictable change
I can review and develop performance of self and others
Level 6
I can manage complex technical or professional activities or projects, taking
responsibility for decision-making in unpredictable work or study contexts
I can take responsibility for managing professional development of individuals
and groups
Level 7
I can manage and transform work or study contexts that are complex,
unpredictable and require new strategic approaches
I can take responsibility for contributing to professional knowledge and practice
and/or for reviewing the strategic performance of teams

Level 8
I can demonstrate substantial authority, innovation, autonomy, scholarly and
professional integrity and sustained commitment to the development of new
ideas or processes at the forefront of work or study contexts including research

Flipped classroom-guidelines

More Related Content

What's hot (20)

Similar to Flipped classroom-guidelines (20)

More from Observatoire International des Métiers Internet/ Président Mouvement Européen France - Gironde (20)

Recently uploaded (20)

Flipped classroom-guidelines