Students supplied with video lectures came to lessons better prepared than when they had been given textbook readings.
(DeGrazia, Falconer, Nicodemus, & Medlin, 2012)
Students preferred live in-person lectures to video lectures, but also liked interactive class time more than in-person lectures.
(Toto & Nguyen, 2009)
According to Bishop & Verleger (2013), who conducted a meta-survey on research into Flipped Learning, there has only been one empirical study on the influence of flipped classroom instruction on objective learning outcomes:
Students in the flipped environment scored significantly higher on homework assignments, projects, and tests.
(Accreditation Board for Engineering and Technology, 2009)
There is a need for a scientific research base if Flipped Learning is to be taken seriously by decision-makers in schools, colleges and universities.
Additional support for Flipped Learning comes from Clintondale High School, Michigan, USA, which took the extraordinary step of converting to a Flipped School, i.e. Flipped Learning is the sole method employed:
The failure rate among freshman math students dropped from 44 percent to 13 percent in one year’s time.
Accreditation Board for Engineering and Technology. (2009). Criteria for accrediting engineering programs effective for evaluations during the 2010-2011 accreditation cycle. Baltimore, MD.
Bishop, J.L. & Verleger, M.A. (2013). The Flipped Classroom: A survey of the research. 120th ASEE Annual Conference & Exposition
DeGrazia, J.L., Falconer, J.L., Nicodemus, G., & Medlin, W. (2012). Proceedings from ASEE Annual Conference & Exposition 2012: Incorporating screencasts into chemical engineering courses.
Finkel, E. (2012). Flipping the script in K12. District Administration. Retrieved from www.districtadministration.com/article/flipping-script-k12
Toto, R. & Nguyen, H. (2009). Proceedings from Frontiers in Education Conference 2009: Flipping the work design in an industrial engineering course. San Antonio, Texas.