Recent advances in technology and in ideology have unlocked entirely new directions for education research. Mounting pressure from increasing tuition costs and free, online course offerings is opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this discussion. The flipped classroom is a new pedagogical method, which employs asynchronous video lectures and practice problems as homework, and active, group-based problem solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible—active, problem-based learning activities founded upon a constructivist ideology and instructional lectures derived from direct instruction methods founded upon behaviorist principles. This paper provides a comprehensive survey of prior and ongoing research of the flipped classroom. Studies are characterized on several dimensions. Among others, these include the type of in-class and out-of-class activities, the measures used to evaluate the study, and methodological characteristics for each study. Results of this survey show that most studies conducted to date explore student perceptions and use single-group study designs. Reports of student perceptions of the flipped classroom are somewhat mixed, but are generally positive overall. Students tend to prefer in-person lectures to video lectures, but prefer interactive classroom activities over lectures. Anecdotal evidence suggests that student learning is improved for the flipped compared to traditional classroom. However, there is very little work investigating student learning outcomes objectively. We recommend for future work studies investigating of objective learning outcomes using controlled experimental or quasi-experimental designs. We also recommend that researchers carefully consider the theoretical framework used to guide the design of in-class activities. 1 The Rise of the Flipped Classroom There are two related movements that are combining to change the face of education. The first of these is a technological movement. This technological movement has enabled the amplification and duplication of information at an extremely low-cost. It started with the printing press in the 1400s, and has continued at an ever-increasing rate. The electronic telegraph came in the 1830s, wireless radio in the late 1800s and early 1900s, television in the 1920s, computers in the 1940s, the internet in the 1960s, and the world-wide web in the 1990s. As these technologies have been adopted, the ideas that have been spread through their channels have enabled a second movement. Whereas the technological movement sought to overcome real physical barriers to the free and open flow of information, this ideological movement seeks to remove the artificial, man-made barriers. This is epitomized in the free software movement (see, e.g., Stallman and Lessig [67]), although this movement is certainly not limited to software. A good example of this can be seen from the encyclopedia. Encyclopedia Britannica has been P ge 23200.2 continuously published for nearly 250 years [20] (since 1768). Although Encyclopedia Britannica content has existed digitally since 1981, it was not until the advent of Wikipedia in 2001 that open access to encyclopedic content became available to users worldwide. Access to Encyclopedia Britannica remains restricted to a limited number of paid subscribers [21], but access to Wikipedia is open, and the website receives over 2.7 billion US monthly page views [81]. Thus, although the technology and digital content was available to enable free access to encyclopedic content, ideological roadblocks prevented this from happening. It was not until these ideologies had been overcome that humanity was empowered to create what has become the world’s largest, most up-to-date encyclopedia [81]. In a similar way, we are beginning to see the combined effects of these two movements on higher education. In the technological arena, research has made significant advances. Studies show that video lectures (slightly) outperform in-person lectures [9], with interactive online videos doing even better (Effect size=0.5) [83,51]. Online homework is just as effective as paper-and-pencil homework [8,27], and carefully developed intelligent tutoring systems have been shown to be just as effective as human tutors [77]. Despite these advancements, adoption has been slow, as the development of good educational systems can be prohibitively expensive. However, the corresponding ideological movement is breaking down these financial barriers. Ideologically, MIT took a significant step forward when it announced its OpenCourseWare (OCW) initiative in 2001 [53]. This opened access to information that had previously only been available to students who paid university tuition, which is over $40,000/yr at MIT [54]. Continuing this trend, MIT alum Salman Khan founded the Khan Academy in 2006, which has released a library of over 3200 videos and 350 practice exercises 2012. The stated mission of the Khan Academy is to provide “a free world-class education to anyone anywhere2012.” In the past year, this movement has rapidly gained momentum. Inspired by Khan’s efforts, Stanford professors Sebastian Thrun and Andrew Ng opened access to their online courses in Fall 2011. Thrun taught artificial intelligence with Peter Norvig, attracting over 160,000 students to their free online course. Subsequently, Thrun left the university and founded Udacity, which is now hosting 11 free courses [76]. With support from Stanford, Ng also started his own open online educational initiative, Coursera. Princeton, the University of Pennsylvania, and the University of Michigan have joined the Coursera partnership, which has expanded its offerings to 42 courses [10]. MIT has also upgraded its open educational initiative, and joined with Harvard in a $60 million dollar venture, edX [19]. EdX will, “offer Harvard and MIT classes online for free.” While online education is improving, expanding, and becoming openly available for free, university tuition at brick-and-mortar schools is rapidly rising [56]. Tuition in the University of California system has nearly tripled since 2000 [32]. Naturally, this is not being received well by university students in California [2]. Likewise, students in Quebec are actively protesting planned tuition hikes [13]. In resistance to planned tuition hikes, student protestors at Rutgers interrupted (on June 20, 2012) a board meeting to make their voices heard [36]. Adding fuel to the fire, results from a recent study by Gillen et al. [31] indicate that undergraduate student tuition is used to subsidize research. As a result, the natural question being asked by both students and educational institutions is exactly what students are getting for their money. This is applying a certain pressure on physical academic institutions to improve and enhance the in-person educational experience of their P ge 23200.3

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The flipped classroom: A survey of the research

There is increasing pressure for Higher Education institutions to undergo transformation, with education being seen as needing to adapt in ways that meet the conceptual needs of our time. Reflecting this is the rise of the flipped or inverted classroom. The purpose of this scoping review was to provide a comprehensive overview of relevant research regarding the emergence of the flipped classroom and the links to pedagogy and educational outcomes, identifying any gaps in the literature which could inform future design and evaluation. The scoping review is underpinned by the five-stage framework Arksey and O'Malley. The results indicate that there is much indirect evidence emerging of improved academic performance and student and staff satisfaction with the flipped approach but a paucity of conclusive evidence that it contributes to building lifelong learning and other 21st Century skills in under-graduate education and post-graduate education.

The use of flipped classrooms in higher education: A scoping review

Recent technological developments have given rise to blended learning classrooms. An inverted (or flipped) classroom is a specific type of blended learning design that uses technology to move lectures outside the classroom and uses learning activities to move practice with concepts inside the classroom. This article compares the learning environments of an inverted introductory statistics class with a traditional introductory statistics class at the same university. This mixed-methods research study used the College and University Classroom Environment Inventory (CUCEI), field notes, interviews and focus groups to investigate the learning environments of these two classrooms. Students in the inverted classroom were less satisfied with how the classroom structure oriented them to the learning tasks in the course, but they became more open to cooperative learning and innovative teaching methods. These findings are discussed in terms of how they contribute to the stability and connectedness of classroom learning communities.

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How Learning in an Inverted Classroom Influences Cooperation, Innovation and Task Orientation.

Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom ...

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Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research

Recent calls for educational reform highlight ongoing concerns about the ability of current curricula to equip aspiring health care professionals with the skills for success. Whereas a wide range of proposed solutions attempt to address apparent deficiencies in current educational models, a growing body of literature consistently points to the need to rethink the traditional in-class, lecturebased course model. One such proposal is the flipped classroom, in which content is offloaded for students to learn on their own, and class time is dedicated to engaging students in student-centered learning activities, like problem-based learning and inquiry-oriented strategies. In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students’ learning experience. As class attendance, students’ learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs.

https://em.osumc.edu/education/journalclub/the_flipped_classroom.pdf

The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School

(2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education: Vol. 31, No. 1, pp. 30-43.

Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

A great deal of conceptual and empirical work in the economic analysis of the law and property rights has been directed towards resolving a controversy surrounding the Coase Theorem. Many economists and legal scholars interpret the theorem as containing two propositions. The first is that, in the absence of transactions costs and wealth effects, parties will bargain to an efficient outcome. The second holds that the same outcome will be achieved regardless of the distribution of property rights. The latter is known as the invariance thesis and it has been a source of dispute among scholars and between economic theorists and owners of economic enterprises (e.g., owners of professional sports teams) [5; 11; 16; 23; 24; 25; 26; 28; 29].' This paper provides an econometric test of the invariance proposition. Major League Baseball presents a natural experiment consisting of an industry in which there has been an explicit change in the assignment of property rights. Beginning in 1879, the reserve clause gave monopsony power to team owners; a player could negotiate salary only with the team that owned his contract and the team could trade or sell the player as management saw fit. In 1976 this system was replaced by the institution of free agency whereby a player with at least six years of Major League experience acquired

The Coase Theorem, Free Agency, and Major League Baseball: A Panel Study of Pitcher Mobility from 1961 to 1992*

Introduction
Although the largest improvement in glycemic control occurs within the first 90 days of insulin therapy, little is known about early persistence on insulin therapy. This research aimed to identify predictors of early discontinuation and of subsequent restart of basal or mixture insulin among patients with type 2 diabetes mellitus (T2DM) and to assess the economic cost associated with such behaviors over a 1-year period.

https://link.springer.com/content/pdf/10.1007%2Fs13300-014-0065-z.pdf

Early Discontinuation and Restart of Insulin in the Treatment of Type 2 Diabetes Mellitus

Integrating the latest scholarship on women into the principles of microeconomics course calls for modifying the content and exams to cover economic issues in a gender-inclusive fashion. The empirical evidence that is provided suggests that all students do significantly better in such a gender-inclusive economics course.

The Impact of Integrating Scholarship on Women into Introductory Economics: Evidence from One Institution.

The invariance interpretation of the Coase Theorem is examined using the mobility behaviour of all offensive players (hitters) in Major League Baseball (MLB) who played from 1949 to 1992. Results indicate that while the institution of the rookie draft did not affect the mobility of players, the mobility of players was altered under free agency. In addition, the period of free agency witnessed mobility behaviours of veteran players which was unlike that mobility under the guidance of owners.

Michael Treglia

Papers

Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment

The Coase Theorem, Free Agency, and Major League Baseball: A Panel Study of Pitcher Mobility from 1961 to 1992*

Early Discontinuation and Restart of Insulin in the Treatment of Type 2 Diabetes Mellitus

The Impact of Integrating Scholarship on Women into Introductory Economics: Evidence from One Institution.

Institutional change and invariance of behaviour in Major League Baseball