Literature Review
Flipped learning is an instructional method constructed by two Woodland Park (Colorado) High School teachers, Aaron Samms and Jonathan Bergmann. About five years ago they began creating screen recordings in the place of traditional lectures (Sams & Bergmann, 2010; Butrymowicz (2012), Parslow, 2012; Rix (2012); Rycik, 2012). Students then were assigned to watch the lectures as “homework” while they worked through assignments in class with their teachers (Sams and Bergman, 2010). Through this framework, students soak in basic instructional information independently and master content when teachers provide guidance and reinforcements in class (Sams & Beregman, 2010). In other words, students complete assignments in school, and they watch lectures, in the form of podcasts or screencasts, outside of school. The flipped model’s influence has significantly increased in popularity and notoriety since Sams and Bergmann initial classrooms trials (Parslow, 2012; Rhor, 2012; Rycik, 2012). In fact, the flipped model inspired Sams and Bergmann to write a major book, Flip your classroom: Reach every student in every class every day (2010), and helped Sams receive the Presidential Award for Math and Science Teaching (2009).
In response to the growing popularity of the flipped model, Jerry Overmyer, a math professor at the University Northern Colorado developed a social network, The Flipped Learning Network, which currently includes almost 10,000 members (The Flipped Learning Network, 2012). According to the executive director of the Flipped Learning Network, Kari M. Arfstorm, benefits of utilizing the flipping learning model include, “Students no longer fall through the cracks” (Rhor, 2012). Essentially flipped learning is a way to use literacies in order to better differentiate instruction (Kellinger, 2012). Butrymowicz (2012) questions whether students without adequte Internet access at home can take part in the flipped learning model; however, Sams and Bergmann (2010) suggest burning DVD’s for students without internett connection. Rix (2012) found several expamples the flipped model improving graduation rates, including a 2/3 reduction in fail rates at a high school outside of Detroit. The related literature on flipped learning is in its early stages. Overmyer is conducting a quantitative study regarding the impacts of flipped learning on college math students, and this is believed to be the first major quantitative study on the subject of flipped learning (Overmyer, 2012).
In response to the growing popularity of the flipped model, Jerry Overmyer, a math professor at the University Northern Colorado developed a social network, The Flipped Learning Network, which currently includes almost 10,000 members (The Flipped Learning Network, 2012). According to the executive director of the Flipped Learning Network, Kari M. Arfstorm, benefits of utilizing the flipping learning model include, “Students no longer fall through the cracks” (Rhor, 2012). Essentially flipped learning is a way to use literacies in order to better differentiate instruction (Kellinger, 2012). Butrymowicz (2012) questions whether students without adequte Internet access at home can take part in the flipped learning model; however, Sams and Bergmann (2010) suggest burning DVD’s for students without internett connection. Rix (2012) found several expamples the flipped model improving graduation rates, including a 2/3 reduction in fail rates at a high school outside of Detroit. The related literature on flipped learning is in its early stages. Overmyer is conducting a quantitative study regarding the impacts of flipped learning on college math students, and this is believed to be the first major quantitative study on the subject of flipped learning (Overmyer, 2012).