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Released in May, the FLN and Pearson’s Center for Educator Effectiveness conducted a literature review on Flipped Learning, the first analysis done on the topic. With research support from George Mason University and the FLN’s Research Committee, this comprehensive review looks at the history, discusses implementations in Clintondale (MI), Woodland Park (CO) and Byron (MN), covers results in K-12 and higher education, and concludes with concerns. Separate sections were written for teachers, administrators and parents. PDFs of the entire Literature Review, an easy-to-digest White Paper, and two-page executive summary are available for free at flippedlearning.org (release date May, 2013.)
This presentation will present results of the presenter’s doctoral dissertation. This quantitative research compared 5 sections of college algebra using the flipped classroom methods with 6 sections of traditional (lecture/homework) college algebra and its effect on student achievement as measured through common assessments. The study included over 300 students and 9 instructors. Results showed that students in the
Undoubtedly, ICT has brought new opportunities for educators, however there is still a gap in the educational use of the same, creating a reference change in education that goes beyond "learning to learn", but for learning and teaching "effectively well "(Demo, 2009), whatever the level. From this perspective, we developed a survey, titled above, in order to perceive the key axis for the development and implementation of contextualized digital curriculum, taking as an example the reality of 8th Grade.
To this end, hypotheses were stipulated for structural analysis:
(i) From activities in applied research, some progress was made in score;
(ii) From the perspective of the students, had significant improvements in their classes;
(iii) From the perspective of the participating teachers had significant improvements in the classroom.
The Open Educational Resources Research Hub Project is based at the Institute of Educational Technology (Open University, UK) and funded by the William and Flora Hewlett Foundation. We are collaborating with projects across four educational sectors (K12, community colleges, higher education and informal) in the U.S., India and the UK to validate (or not) a series of hypotheses related to the impact of openness in teaching and learning practices. Together with the Flipped Learning Network we are hoping to findevidence that open educational resources (OER) improve student satisfaction and performance; that open licensing is important in educational reuse; that use of OER leads educators to reflect on their own practice; and that use of OER encourages institutions to change their policies.
In April/May of this year we asked the Flipped Learning Community to complete a survey and help us find out about teachers’ attitudes, beliefs and behaviours towards free online resources. In this session we will present what we mean by open educational resources, share some of the results of the survey and engage participants in discussing the following: How open is flipped learning? Does openness matter in the flipped classroom? If so, how can flipped teachers be more open?
