Flipped Classroom Research: From “Black Box” to “White Box” Evaluation

Christian Stöhr,Tom Adawi

doi:10.3390/educsci8010022

Abstract

The flipped (or inverted) classroom model has gained increasing interest among university teachers in recent years. In the flipped classroom approach, students are encouraged to watch short video lectures as preparation for class, and classroom time is dedicated to more active forms of learning. In this editorial, we provide a thumbnail sketch of the origins and concept of the flipped classroom followed by a summary of the contributions to this special issue, which highlight the importance of considering a range of individual as well as contextual factors when implementing and evaluating the flipped classroom approach. Based on this observation, we propose and briefly discuss realist evaluation as a promising approach to evaluating educational interventions and for advancing our theoretical understanding of the flipped classroom. We argue that realist evaluation provides an analytical framework for posing the next generation of questions about the flipped classroom and we encourage scholars to address the questions: “How or why does the flipped classroom work, for whom, and in what circumstances?”

Highlights

During the past few years, we have witnessed an increasing interest in the flipped classroom model among university teachers
In the flipped classroom approach, students are encouraged to watch short video lectures as preparation for class, and classroom time is dedicated to more active forms of learning, such as peer instruction or collaborative problem solving
The five articles in this special issue increase our understanding of the opportunities and challenges of the flipped classroom in different educational settings

Summary

Introduction

During the past few years, we have witnessed an increasing interest in the flipped (or inverted) classroom model among university teachers This propitious approach to reforming university teaching has been fueled by the growing affordability of educational technology in conjunction with recent advances in the learning sciences. While there is a rapidly growing body of research on the flipped classroom, there is, in particular, a paucity of experimental and quasi-experimental studies, longitudinal studies, and studies with a firm grounding in educational theory. Against this backdrop, Education Sciences invited us in 2016 to edit a special issue on flipped classroom research and practice in higher education.

Thumbnail Sketch of the Flipped Classroom

Contributions in This Special Issue

From “Black Box” to “White Box” Evaluation