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1 reference
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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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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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