Comprehensive research and case study analysis reveals 20 new facts about Flipped Learning
As with all types of popular learning models that have the potential to be nothing more than a flash in the pan, it’s important to conduct thorough research on the model’s real potential. And according to a 2014 research and case study review, there are roughly 20 new things higher education faculty and leaders should know about Flipped Learning.
The report, “2014: Extension of a Review of Flipped Learning,” conducted by George Mason University with the support of Pearson and the Flipped Learning Network (FLN), reviews current relevant research—both theory and empirical evidence—to learn more about Flipped Learning’s growth in education, and its effects on student learning faculty teaching.
“The team of collaborating researchers agrees that continued research and evaluation will be required, but current studies support the potential of the flipped learning model,” said co-author of the review and head of Pearson’s Center for Educator Learning & Effectiveness, Katherine McKnight. “The model focuses teachers on how they use instructional time, maximizing their use of learning activities both in and outside of the classroom. A number of well-designed studies testing the impact of the flipped model on student learning suggest a positive impact.”
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