The Flipped Classroom: It's (Still) All About Engagement

Abstract

Our collective experience in comparing the results of teaching three courses using a variety of flipped classroom formats and the traditional format showed no compelling improvement of student learning results using the flipped format. Specifically, comparison of student outcomes in the form of grades does not show a consistent difference between a flipped classroom environment and a traditional teaching environment. The results we observed have made us aware of the need to be more systematic in the pedagogy pursued to determine how we can improve student learning. The process of teaching, regardless of traditional or flipped, is a dynamic one, dependent on a number of variables, the impact of which are not always readily discernable. Hence, “testimonials’ regarding the success of flipped courses can range widely, possibly all true to some degree, but may need further investigation. It is our contention that student engagement outside the classroom is the most crucial element in the learning process. If a flipped classroom format does not provide effective student engagement outside of the classroom, flipping will simply be a different process in comparison to the standard lecture format, and there is no reason to expect improved student learning results. Hence, a key issue is whether a flipped format increases such engagement. If that were to happen, the flipped format has the potential to yield improved results. For us this is the key item that warrants further study. Each of the three courses discussed had previously been taught in a traditional lecture format by the same instructor. Our results were very positive in terms of student reactions. Most students strongly preferred the flipped format. But from an impact standpoint the grades earned were reasonably similar between the flipped and standard delivery modes. The reason for that, in our opinion, is that the level of student engagement outside the classroom did not materialize to the degree necessary.