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3 references
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- Vol 7 PE: App D
- Vol 7 RE: Chapter 8
flipped classroomcomputer-based instructioninteractive group learningactive learningproblem-based learningstudent perceptionslearning outcomesresearch design limitationsConference paper Evidence summaryAt a glance
Bishop and Verleger define the flipped classroom narrowly as computer-based individual instruction outside class combined with interactive, group-based learning inside class.
Key ideas
This separates flipping from related practices that merely provide videos or rearrange homework. Their survey connects the model with contrasting theoretical traditions: direct instruction can structure initial explanations, while constructivist and problem-based approaches inform active classroom work. Reviewing the small empirical literature then available, they find generally positive student perceptions but limited rigorous evidence about learning outcomes. Many studies used single-group designs, local implementations, or different definitions, making broad causal claims premature.
Why it matters
For educators, the paper's enduring value is conceptual clarity: the benefit should not be attributed to video itself but tested through the quality of preparation, accountability, in-class tasks, feedback, and comparison with credible alternatives.
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- Vol 7 RE: Chapter 4
educational videoscognitive load managementvideo segmentationsignalingactive learningretrieval practicelearner engagementinstructional designJournal article Evidence summaryAt a glance
Brame synthesises research into three requirements for effective educational video: manage cognitive load, sustain student engagement, and promote active learning. To manage limited working-memory capacity, videos can use signalling to highlight essential information, segment content into learner-controlled chunks, remove decorative material, and coordinate spoken explanation with relevant visuals.
Key ideas
Engagement improves when videos are concise, conversational, enthusiastic, and visibly connected to the course. Watching alone, however, can create an illusion of understanding. Guiding questions, embedded prompts, interactive controls, and assignments that require retrieval or application help students process the material actively. The article treats video as an instructional design problem rather than a recording format.
Why it matters
For educators, its practical message is to clarify the learning goal, eliminate avoidable load, keep each segment purposeful, and pair viewing with an activity that makes learners recall, explain, predict, or use what they have seen.
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- Vol 4 RE: Chapter 6
judgements of learningmetacognitive illusionssubjective fluencyactive learningdesirable difficultiesteaching evaluationsdurable learninglearning measurementJournal article Evidence summaryAt a glance
Carpenter, Witherby, and Tauber review illusions that distort students' judgements of learning and teaching effectiveness.
Key ideas
Smooth lectures, familiar material, engaging presentation, and low effort can increase subjective fluency and confidence without producing durable learning. Conversely, active learning, retrieval, spacing, and other effortful methods may feel less effective while creating stronger performance. These metacognitive errors affect study choices and can also influence course evaluations, which are further shaped by characteristics unrelated to learning. Heavy institutional reliance on satisfaction ratings may therefore reward practices that feel good immediately rather than those that develop knowledge and self-regulation.
Why it matters
For educators and leaders, the review recommends measuring learning independently of impressions, explaining desirable difficulties, giving students opportunities to compare predictions with later performance, and interpreting teaching evaluations cautiously alongside evidence of course design and achievement.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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