Another dot in the blogosphere?

Flipping nutshell

Posted on: May 8, 2018

These two summaries below of research on flipped classrooms and flipped learning seem to exemplify what and how the phenomena has been studied.

First, studies that focus on test scores or academic results often report the “no significant difference” (NSD) phenomenon. This is typical of quasi-experimental studies that attempt to replicate test and control treatments.

It is not surprising that there rarely are significant differences in treatments because there is often just one key outcome — test scores. Like most social phenomena in schooling and education, test scores are subject to many influencing and confounding factors. It is impossible to implement pure treatment no matter how much you try to control for them.

Second, studies that review other studies reveal what practitioners might sense intuitively — reports tend to be cautious trials that tout ideas, but rarely follow up despite the claim for “future areas of study”. This results in the dearth of practice-informed theory.

Both are often symptomatic of the unethical research game: Propose studies, clear review boards by assuring no harm to human subjects, receive grant money, collect data, publish for appraisal points and promotion.

Who benefits? The researchers and publishers, especially the latter who put high-sounding work behind walled gardens. This crosses ethical boundaries particularly when the money is publicly sourced. If the money is from taxation, it does not help the people who paid the taxes because they can neither access nor understand the articles.

Even when they are simplified by abstracts and summaries (or dumbed down by this dummy!), the reported efforts offer NSD or offer no real answers. That is flipping research (and other research) in the nutshell.

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