Flipping stats missing
Posted August 27, 2014on:
There is a dearth of research on the impact of flipped learning.
One reason for this is that flipping is viewed by many as a pedagogy or an instructional strategy that can be compared or measured as an intervention.
Flipping is better practised as a philosophy (as this article concludes) and that can be difficult to research. Flipping is an attitude and mindset that revolve around understanding learners, what it means to learn, and how they learn.
So when I chanced upon this “infographic” of flipped classroom statistics by Sophia, one of the things I was most interested in was the dark green section. Here is a partial screenshot.
Unfortunately, it was a section with missing statistics.
Of course I want to see grades go up. But I know that grades go up due to many contributing factors, not just flipping.
Furthermore, there are other benefits of flipping that are no less valuable. For example, attendance rate, completion rates, learner confidence, learner autonomy, etc. If you consider my other two dimensions of flipping, you might also try to determine learner creativity and mastery.
There have been other graphics and short articles that focus on such outcomes and I might have curated a few of them here. But these resources tend to be rare and scattered. Most, like Sophia’s graphic, focus on the teacher, teacher adoption, teacher attitudes, etc.
I say we flip the emphasis on what really matters: The learners and learning.