Source: http://www.knewton.com/flipped-classroom

Source: http://www.knewton.com/flipped-classroom

Study:
"Wieman and colleagues compared two sections of a large enrollment physics class. The classes were both taught via interactive lecture methods for the majority of the semester and showed no significant differences prior to the experiment. During the twelfth week of the semester, one section was "flipped," with first exposure to new material occurring prior to class via reading assignments and quizzes, and class time devoted to small group discussion of clicker questions and questions that required written responses.

During the experiment, student engagement increased in the experimental section from 45 +/-5% to 85+/- 5%.

At the end of the experimental week, students completed a multiple choice test, resulting in an average score of 41+/- 1% in the control classroom and 74+/-1% in the "flipped" classroom, with an effect size of 2.5 standard deviations.

Source: DesLauiers L. Schelew E, and Wieman C (2011). Improved learning in a large-enrollment physics class. Science332: 862-864

Source: http://www.knewton.com/flipped-classroom

Source: http://www.knewton.com/flipped-classroom

Source: http://www.knewton.com/flipped-classroom

Source: http://www.knewton.com/flipped-classroom

Source: http://www.knewton.com/flipped-classroom

Source: http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-...