Biniak - An Examination of Flipped Learning in Modern World History - Action Research Final Draft

AN EXAMINATION OF “FLIPPED LEARNING” IN MODERN WORLD HISTORY
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An Examination of “Flipped Learning” in
Modern World History
MacGyver Biniak
Towson University
EDUC 734: The Teacher as Researcher
Dr. Rena Bezilla

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Abstract
This paper presents an investigation of “Flipped Learning” at Reservoir High School (RHS) in
Fulton, Maryland, and its effects on students’ educational outcomes. Interning with Matt
Gresick, a 15-year member of the Howard County Public Schools system (HCPSS), I studied the
effects a flipped classroom dynamic had on students’ grades, engagement, and motivation.
Online video lectures were designed for his Modern World History classes. Students were also
asked what they liked/disliked from the flipped classroom dynamic in comparison to the
traditional classroom environment. The goal behind this was to assess the effectiveness of
“Flipped Learning” in a high school setting.
This four-week study, which took place between the beginning of the 2nd marking period (11-4-
16) and my Intensive Teaching Experience (12-2-16), found that Flipped Learning helped
improve student performance on assignments related to the online lecture topic. 70% of students
saw an increase in performance on these assignments compared to their first quarter grades. The
results also suggested that students thought the videos were very helpful. 78% of students felt
more prepared for the upcoming unit. Students also enjoyed the increased amount of student
interaction in a flipped classroom when compared to a traditional learning environment. Most
students felt that they could be successful in a flipped classroom in the future.
Keywords: Flipped Learning, Flipped Classroom, Inverted Classroom, Technology Integration,
Video Lecture, Teaching/Learning Strategies

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Table of Contents
INTRODUCTION 4
REVIEW OF LITERATURE 7
METHODOLOGY 10
FINDINGS 14
DISCUSSION 43
CONCLUSION 47
APPENDIX A: TEACHER ARTIFACTS 48
APPENDIX B: STUDENT ARTIFACTS 51
REFERENCES 58

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Introduction
Reservoir High School (RHS) opened in 2002 and is the 11th high school built in Howard
County, Maryland. Reservoir’s campus is in a complex with Fulton Elementary School, Lime
Kiln Middle School, and Cedar Lane School. The school is positioned across from farmland on
Maryland Route 216. There are also businesses and homes in the surrounding area. Some
businesses within walking distance include Harris Teeter, CVS Pharmacy, Chick-fil-a, and
Dunkin Donuts. RHS is a very diverse school; of the 1,508 students, 33.8% are Caucasian,
31.4% are African-American, 14.7% are Hispanic, 13.9% are Asian, and 5.9% are two or more
races (Reservoir HS Profile). The most recent census (2010) show that 2,049 individuals live in
Fulton but the demographics are drastically different from the Reservoir student population.
69.4% of the Fulton population is Caucasian, 14.8% is Asian, 8.8% is African-American, 4.1%
represent two or more races, 2.5% is Hispanic, and 0.3% represent other races alone
(http://www.city-data.com/city/Fulton-Maryland.html). Of the full student population, 24.1% of
students receive free/reduced meals (FARMS), 7.2% of students receive special education
services, and less than five percent of students have limited English proficiency (Reservoir HS
Profile).
Reservoir High School promotes a safe and nurturing environment based on mutual
respect, honor, and integrity. Reservoir has 100 full-time teachers, including 68 who have a
Master’s degree and 3 or more years of school-related experience. This is slightly above the
county and state averages of 65.4% and 65.2% respectively. Students at Reservoir had an
attendance rate of 97% in 2015-16, and 94% of the class of 2015 graduated (RHS Quarterly
Data). In each quarter of the 2015-2016 school year, RHS averaged over 750 students who
earned honor roll (including 124 students who received straight A’s) (RHS Quarterly Data).

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Reservoir also has many students who are enrolled in advanced courses. At the end of the 2015-
16 first quarter, 79% of students were enrolled in either an Advanced Placement (AP), Gifted &
Talented (GT), or Honors class (RHS Quarterly Data). 36% of students are enrolled in an AP
class, 46% of students are enrolled in a GT class, and 68% of students are enrolled in a GT class
(RHS Quarterly Data). Reservoir offers many opportunities for student involvement including
Project Lead the Way classes, Early Childhood/Teacher Academies, Honor Societies, Student
Government Associations (SGA), and Best Buddies. Reservoir’s Fine Arts department provides
programs in art, band, choir, and drama (RHS Profile). The school has 11 girls’ sports teams and
10 boys’ sports teams.
With such a large number of students enrolled in advanced classes, it is no surprise that
such a large number of students who decide to attend college after graduating. In the most recent
graduating class (Class of 2015), 62.1% of graduates chose to attend a 4-year college while
28.5% chose to attend a 2-year college (RHS Profile). The remaining 10% of graduates decided
to either enlist the military, enter the labor force, or attend a specialized school/training (RHS
Profile). Parental involvement is also very promising at Reservoir. The total number of members
in the PTSA is 843. This number is over half of the student population, showing that parents are
very interested and involved at RHS.
I currently intern with Matt Gresick, a member of the RHS social studies department and
a 15-year veteran of the HCPSS. Mr. Gresick has three 50 minute classes that meet every day.
This includes two Leadership classes and one Modern World History (Honors) class. Due to the
A/B schedule, Mr. Gresick also has Modern World History classes (1 Honors, 1 Regular) that
meet every other day. Mr. Gresick also has two planning periods every day. The Leadership
classes are composed of juniors and seniors, while all students in the Modern World History

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classes are juniors. Each class has between 20 and 30 students, with an even split of both males
and females.
Mr. Gresick’s classroom is in the rear of the school, outside in portable three. Seating
arrangements are organized in groups of five, allowing students to work collaboratively and
interact with one another. Several posters are on the walls, displaying Howard County’s latest
social studies policies. Mr. Gresick also has student work displayed throughout the classroom.
There are not many classroom rules but from day 1 there has been an emphasis on respecting one
another. This allows individuals to think freely and express themselves naturally in the
classroom. Recently, Howard County adopted a policy of Bring Your Own Device (BYOD),
enabling students to utilize cell phones, tablets, and laptops appropriately in the classroom. With
technology constantly adapting and becoming more efficient, I am interested in seeing how
technology will be integrated into the classroom of the future.

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Review of Literature
The literature describing studies of a flipped classroom dynamic focuses on several areas
in which online video lectures lead to positive effects for students. First, much of the literature
states that a flipped classroom leads to improvements in students’ academic achievement. For
example, McLaughlin, Roth, Glatt, Gharkholonarehe, Davidson, Griffin and Mumper (2014)
found that the flipped classroom improved students’ exam performance. This is similar to the
findings of Missildine, Fountain, Summers, and Gosselin (2013), who examined baccalaureate
nursing students and found that examinations scores were higher in a flipped classroom. In
addition, Davies, Dean, and Ball (2013) found that achievement of most students was
significantly improved in comparison to a traditional classroom setting. Enfield (2013) applied a
flipped classroom dynamic to multiple classes at California State University Northridge. Results
showed that most students felt the instructional videos to be effective and very helpful in
learning the content.
It must be noted that not all studies found a positive effect. Kim, Kim, and Getman
(2014) conducted research on three undergraduate flipped classroom instances (Engineering,
Sociology, and Humanities) at the University of Southern California (USC). Their conclusions
found no evidence that flipped learning improved students’ grades and further research would be
needed in areas such as technology and pedagogy integration. Jensen, Kummer, and Godoy
(2014) studied the effects of active learning in both flipped and non-flipped classrooms. Data
collected in this study shows flipped and non-flipped students on an equivalent level in lower
and deep conceptual learning. Results from this study show that the flipped classroom does not
result in higher learning gains or better attitudes compared with the non-flipped classroom when
both utilize active learning

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In addition to improvements in student success, the literature describes flipped learning
leading to improvements in student motivation, engagement, and interaction. Davies, Dean, and
Ball discovered that flipped classroom students are motivated to learn at their own pace. While
unable to find evidence of improved grades, Kim, Kim, and Getman concluded that flipped
learning motivates students to complete out-of-class independent work, helps to build confidence
and preparation, and promotes a healthy exchange of ideas. Similarly, Chen, Wang, Kinshuk,
and Chen (2014) found that students were satisfied with flipped classroom activities, their
attendance improved, and interactions between students were increased and enhanced.
The literature reviewed suggests that a flipped classroom dynamic leads to academic and
social benefits for students. With these results, continued research and implementation of a
flipped classroom should be occurring nationwide. However, a majority of the studies are
conducted at colleges and universities. In addition to examining the flipped classroom dynamic
in a high school social studies classroom, it would be worth examining additional qualitative
measures. The literature examined most frequently utilized methodologies with a mixed-method
approach (quantitative and qualitative), followed by the quantitative approach. In my analysis of
flipped classroom studies, I did not find a qualitative approach that applied interviews or group
discussions.
While the literature shows positive effects of flipped learning classrooms, it currently
lacks student feedback that explores their thoughts, feelings, and emotions on the flipped
classroom dynamic. Current measures fail to determine what students like and dislike from
flipped learning in comparison to a traditional classroom. These areas will be explored in detail
in this paper by utilizing surveys, interviews, and focus group discussions. Quantitative measures
will be examined as well. First quarter grades (prior to implementation of flipped learning) will

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be compared to grades while students participate in a flipped classroom dynamic. These grades
will measure the effectiveness of Flipped Learning on academic achievement.
This study includes students with Individualized Education Programs (IEP), students with
Section 504 Plans, and students who are enrolled in honors and gifted and talented (G/T)
courses. Reservoir High School is quite diverse, including students from different cultural and
socio-economic backgrounds. Students in this study help to reflect Reservoir’s diverse culture.
Students participating in this study range in academic success in the Modern World History
course during the first quarter. Several students received a “D” or “F” on their first interim
report, while others achieved academic success by receiving an “A” for their first quarter grade.
While academically successful students may not see a significant increase in their grades in
comparison to their lower-achieving peers, they may experience other benefits. Feedback from
students of varying levels of achievement will be valuable when analyzing the data collected.
Overall, I will be entering uncharted territory given the lack of attention to these topics in the
literature.

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Methodology
The purpose of this research is to determine the effects of online video lectures on high school
students, as measured both by their grades and by qualitative factors. A review of the literature
found that a flipped classroom dynamic, which integrates online video lectures, generally leads
to improvements in both students’ academic achievement and related factors such as motivation,
engagement, and interaction. These effects were observed in various studies, including those
conducted by McLaughlin, Roth, Glatt, Gharkholonarehe, Davidson, Griffin and Mumper
(2014), Missildine, Fountain, Summers, and Gosselin (2013), Davies, Dean, and Ball (2013), and
Enfield (2013); the lone exception came from Kim, Kim, and Getman (2014), who found no
evidence that filled learning improved students’ grades. As such, the primary research question
this study aimed to answer is, “Does flipped learning in Modern World History lead to improved
outcomes for students, as measured by quantitative (grades) and qualitative (motivation,
engagement, and interaction) factors?” The secondary research questions, which was not
addressed in the literature, are “Do the effects of Flipped Learning and online video lectures
differ for students of different achievement levels?” and “What advantages and disadvantages do
high school students see in a flipped classroom dynamic in comparison to a traditional
classroom?”
Subjects & Settings
The sample is composed of any student who watched at least one online video lecture
implemented during the second marking period. This is not limited to students who have
achieved poorly or are in danger of failing the class. Like most of the studies in the literature, I
wanted to better understand how effective the flipped classroom dynamic is for students of all
ability levels. During this study, I worked with students across three classes (Modern World

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History) with a total enrollment of 68 students. All students are currently in 11th or 12th grade.
Before implementation, I described my action research study to the students and told them my
expectations. Students were given the option to participate in this study. Each online lecture is
designed to enhance student learning in preparation for the upcoming unit.
Data Collection
Data collection began at the start of the 2nd marking period (11-4-16) and concluded following
my Intensive Teaching Experience (12-2-16), for a total of four weeks of data collection. Each
online lecture was designed to supplement information taught in the upcoming unit. The simplest
and most viable method of data collection is students’ grades: I collected students’ grades at the
end of the 1st quarter. 2nd quarter grades through my ITE week (12-2-16) were also collected.
Grades from the 1st marking period would then be measured in comparison to 2nd quarter grades
to help determine the effectiveness of the online video lectures. Data to assess student
performance on assignments related to the online video lecture series will also be collected. I
plan to disaggregate students’ grades by 1st quarter achievement levels. A student who received
an “A” will be categorized into one group. Students who received a “B” or “C” will also be
categorized into their own group. As the primary research question concerns the effect of flipped
learning on students’ grades, this is a logical starting point.
I also plan to survey students to better understand the qualitative effects, such as
motivation, engagement, and interaction. While there were several ways to collect this data, I felt
that an online survey was most appropriate. At the end of each online lecture, students were
asked to complete a short, 10-question survey (SurveyMonkey.com). I believe that this method is
the best way for students to collect responses because students are completing the survey
immediately after finishing the lecture. Reducing the amount of time between the lecture and the

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survey helps to keep the information fresh in each student’s mind, ensuring that students provide
the most appropriate response. This method allows for students to complete the survey without
feeling pressured to finish quickly. Each question asked students to select the answer that best
applies while giving students a range of options to choose from (ex. Very helpful, somewhat
helpful, not helpful). Some of my survey questions were taken from Jacob Enfield’s (2013) study
on flipped learning at California State University, Northridge. These questions ask students about
the effectiveness and appropriateness of the videos, as well as how long the process took students
to complete. Students were also asked about the difficulty of the content, if they faced any
technological issues, and what technological device was used. A comment section allowed for
students to share any points of confusion as well. This survey is an effective way to collect
inquiry data. The entire survey can be seen in Appendix A: Teacher Artifacts.
The third and final method of data collection will consist of interviews and small group
discussions conducted after my ITE lessons. During this process, students will be asked their
likes/dislikes of the lectures, its impact on learning/comprehending material, and their thoughts
on a flipped classroom dynamic compared to a traditional classroom setting. Interviewing
participants will occur through a semi-structured process. I will begin with broad questions and
let the interview proceed on its own course. Planned questions for the interview include “What
features of the online video lecture series did you enjoy?”, “What features of the online video
lecture series could be improved?”, “What features of the Flipped Learning dynamic did you
enjoy in comparison to a traditional classroom?”, and “Do you see yourself being successful in a
Flipped Classroom in the future?”

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Data Analysis
As was stated earlier, I will compare students’ 1st and 2nd quarter grades to determine the
effectiveness of the flipped classroom dynamic on academic performance. Data will also be
collected to identify student performance on assignments related to the video lectures.
Disaggregated data will compare students of different achievement levels (“A” Students, “B”
Students, “C” Students) based on first quarter grades. This will help to show the effects of
Flipped Learning on a group of diverse learners.
With regard to surveys, interviews, and group discussions, I will examine both
quantitative and qualitative data. Each survey will be anonymous to ensure that bias is minimal.
Quantitative measures will be analyzed to determine how students responded to each question
and if there were trends in the data. Each survey allows students to share their thoughts of the
lecture as well. Regarding interviews and group discussions, I will examine qualitative data.
When interviewing students, I will record the responses to better understand students’ thoughts
and preferences. Student responses during the interviews and group discussions will help
determine student feelings on the Flipped Learning dynamic.

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Findings
This section summarizes the results from my four-week study to determine the effects of
flipped learning in a high school Modern World History classroom. A total of 30 students
watched at least one online lecture during this study. I used three methods of data collection:
analysis of students’ grades, surveys to complete following the lecture, as well as interviews and
group discussions following the study. Students’ 1st quarter grades were collected to provide a
baseline for each student. Several methods of data collection were utilized to assess student
performance during the online lecture series. The first method calculated each student’s overall
grade for the second marking period (through 12-2-16). Every 2nd quarter assignment was
encompassed in this measurement, including the National History Day (NHD) project that
students will work on throughout the school year. Student performance on assignments related to
the online video lectures (Protestant Reformation, Muslim Empires, and the Agricultural &
Industrial Revolutions) was also measured.
Table 1 displays the change in students’ overall grades from the 1st quarter to the 2nd
quarter (as of 12-2-2016). Grades are reported as a percentage out of 100. Both 1st and 2nd
quarter grades include classwork, homework quizzes, and National History Day assignments for
Mr. Gresick’s Modern World History classes.

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Table 1: Student Grades (1st Quarter & 2nd Quarter)
Student Initials
(30 Total Students)
1st Quarter
Grade
2nd Quarter Grade
(as of 12-2-2016)
Change in
Performance from 1st
Quarter to 2nd
Quarter
HL 72.6% 51% -21.6
PA 80.3% 55.2% -25.1
AC 74.4% 66.1% -8.3
KC 77.4% 75.2% -2.2
AL 84.8% 76.1% -8.7
RP 73.2% 61.7% -11.5
AR 79.8% 49.1% -30.7
CW 84.9% 74.5% -10.4
NY 94% 87.8% -6.2
SB 84.8% 67.2% -17.6
JB 83.1% 87.3% +4.2
DC 75.7% 73.1% -2.6
JD 82.4% 78.8% -3.6
AE 75.5% 81.8% +6.3
GF 92.8% 99.4% +6.6
JGo 87.4% 67.4% -20
JGr 71.7% 74.8% +3.1
KG 79.2% 44.9% -34.3
BH 79.6% 82.3% +2.7
TK 76.6% 66.4% -10.2
NL 83.1% 63.5% -19.6
CM 81.2% 85.5% +4.3
JM 75.4% 61.8% -13.6
MN 85.9% 76.8% -9.1
NP 82.6% 35.4% -47.2
TP 71.7% 62.2% -9.5
YS 79.2% 79.6% +0.4
SS 90.9% 84.2% -6.7
DT 85.4% 57.1% -28.3
WW 74.3% 59.8% -14.5
Average 80.7% 69.5% -11.2
On average, students’ 2nd quarter grades (as of 12-2-2016) were 11.2 percentage points lower
than 1st quarter grades. 23 of the 30 students who participated in the online lecture series saw
their grades decline in the second quarter. 14 of these students also saw their grades drop at least
10 percentage points. Seven students saw an increase in their grades, although none increased
their grades by more than 6.6 percentage points. The average 1st quarter grade for students
participating in the study was a “B-” (80.7%). The average 2nd quarter grade (as of 12-2-16) was
a “D+” (69.5%).

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The information from Table 1 is displayed visually in Figure 1 below. The orange bars represent
students’ 1st Quarter grades while the blue bars represent students’ 2nd Quarter grades. Student
grades are also shown at the bottom of the chart
Figure 1: Comparison of Students’ Grades (1st Quarter & 2nd Quarter)
Table 2 displays student performance during the 1st quarter in comparison to their performance
during the online lecture series. The three online lectures focused on the Protestant Reformation,
Muslim Empires, and the Agricultural and Industrial Revolutions. Each unit had several
assignments to assess student learning and data was collected to identify student performance.
An average for each student was compiled based on the data collected. This average helps to
show student performance during the online lecture series.
HL PA AC KC AL RP ARCWNY SB JB DC JD AE GFJGOJGRKG BH TK NLCMJMMNNP TP YS SS DTWW
1ST Q GRADE 73 80 74 77 85 73 80 85 94 85 83 76 82 76 93 87 72 79 80 77 83 81 75 86 83 72 79 91 85 74
2ND Q GRADE 51 55 66 75 76 62 49 75 88 67 87 73 79 82 99 67 75 45 82 66 64 86 62 77 35 62 80 84 57 60
0
10
20
30
40
50
60
70
80
90
100
StudentGrade
1st & 2nd Quarter Grades

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Table 2: Student Grades (1st Quarter & During Flipped Learning/Online Lecture Study)
Student Initials
(30 Total Students)
1st Quarter Grade
Performance
During
Lecture Series
Change in
Performance
Between 1st Q &
During Online
Lecture Series
HL 72.6% 52.7% -19.9
PA 80.3% 98.4% +18.1
AC 74.4% 50.9% -23.5
KC 77.4% 89.2% +11.8
AL 84.8% 100% +15.2
RP 73.2% 60% -13.2
AR 79.8% 60% -19.8
CW 84.9% 98.4% +13.5
NY 94% 98.4% +4.4
SB 84.8% 92% +7.2
JB 83.1% 83.3% +0.2
DC 75.7% 84.6% +9.1
JD 82.4% 84.6% +2.2
AE 75.5% 81.5% +6
GF 92.8% 100% +7.2
JGo 87.4% 100% +12.6
JGr 71.7% 66.1% -5.6
KG 79.2% 67.6% -11.6
BH 79.6% 98.4% +18.8
TK 76.6% 49.2% -27.4
NL 83.1% 95.3% +12.2
CM 81.2% 93.8% +12.6
JM 75.4% 95.3% +19.9
MN 85.9% 95.3% +9.4
NP 82.6% 50.9% -31.7
TP 71.7% 87.6% +15.9
YS 79.2% 96.9% +17.7
SS 90.9% 90.7% -0.2
DT 85.4% 87.6% +2.2
WW 74.3% 87.6% +13.3
Average 80.7% 83.3% +2.6
As stated earlier, the average 1st quarter grade for students participating in the study was a “B-”
(80.7%). Based on data collected, student performance on assignments related to the online video
lectures was an 83.3%. On average, student performance on these assignments series was 2.6
percentage points higher than their first quarter grade. 21 of the 30 students performed at a
higher level on assignments related to the online video lectures in comparison to their 1st quarter

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grades. This includes 12 students whose performance increased by at least 10 percentage points.
Nine students saw a decrease in their performance during the lecture series, including seven
whose performance dropped by at least 10 percentage points.
The information from Table 2 is displayed visually in Figure 2 below. The orange bar chart
represents student grades during the 1st quarter while the blue line graph represents student
performance during the study. The area between the bar chart and the line graph helps to show a
student’s change in performance between the 1st quarter and the online lecture series. If the blue
line is above the bar chart, the student saw an improvement in their grades during the online
lecture series. If the bar chart is higher than the blue line, student performance regressed.
Figure 2: Comparison of Students’ Grades
(1st Quarter & Performance During Lecture Series)
HL PA AC KC AL RP ARCWNY SB JB DC JD AE GFJGOJGRKG BH TK NLCMJMMNNP TP YS SS DTWW
1ST QUARTER 73 80 74 77 85 73 80 85 94 85 83 76 82 76 93 87 72 79 80 77 83 81 75 86 83 72 79 91 85 74
UNIT GRADES 53 98 51 89 10 60 60 98 98 92 83 85 85 82 10 10 66 68 98 49 95 94 95 95 51 88 97 91 88 88
0
10
20
30
40
50
60
70
80
90
100
StudentPerformance
Student Performance During the OnlineLecture
Series in Comparison to 1st Quarter Grades

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In addition to examining students’ grades, I surveyed all students to get their feedback
related to my online video lectures. The survey consisted of 10 questions and was given to a total
of 30 students. A copy of a blank survey is included in Appendix A: Teachers Resources; student
completed copies are included in Appendix B: Student Resources. Figures 3-12 compiles data
from student survey responses. Each figure represents one question from the survey.
Figure 3: Online Lecture Effectiveness to Assist Student Learning
Question 1 inquired about the effectiveness of the lecture videos on the learning process.
Students were asked “How effective did you find the instructional videos in helping you learn?”
and were given three answers to choose from (very helpful, somewhat helpful & not helpful).
The majority of students who completed the survey saw the online videos as very helpful. 73%
of students who participated in the survey saw the videos as “very helpful” in the learning
process while 27% said that the videos were “somewhat helpful”. It is interesting to note that not
a single student saw online video lectures as “not helpful”.
73%
27%
Question 1: How effective did you find the
instructional videos in helping you learn?
VERY HELPFUL SOMEWHAT HELPFUL

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Figure 4: Student Engagement/Interest During Online Lecture
Question 2 inquired about the level of engagement students felt while participating in the lecture.
Students were asked to respond to the following prompt “I found the content of the videos to
be…” Students were given three answers to choose from (very engaging/interesting, somewhat
engaging/interesting & not interesting). Most students thought that the videos were “very
engaging/interesting.” 48% of students who participated in the survey thought the content of the
videos were “very engaging/interesting” while 42% said that the videos were “somewhat
engaging/interesting.” 10% of students thought the online video lectures were “not interesting.”
48%
42%
10%
Question 2: I found the content of the videos
to be...
VERY ENGAGING/INTERESTING
SOMEWHAT ENGAGING/INTERESTING
NOT INTERESTING

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Figure 5: Online Lecture Content Difficulty
Question 3 inquired about the difficulty of the content for the video lectures. Students were given
the same prompt (“I found the content of the videos to be…”) but were given different answers
to select from (too difficult, appropriately challenging & too easy). A large majority of students
thought that the videos were “appropriately challenging”, with 87% of students selecting that
response. 10% of students thought the online video lectures were “too easy”, and 3% of students
thought the content was too difficult.
3%
87%
10%
Question 3: I found the content of the video
to be...
TOO DIFFICULT APPROPRIATELY CHALLENGING TOO EASY

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Figure 6: Time Elapsed During Online Lecture & Note-Taking
Question 4 inquired about the length of time the process took them. Students were asked “How
long did the video lecture and note-taking process take you?” and three choices were given (10
minutes or less, 11-20 minutes & 20+ minutes). The lecture and note-taking process took the
majority (61% of students) between 11 and 20 minutes to complete. 32% of students said that the
process took 10 minutes or less to complete, while it took at least 20 minutes to complete the
process for 7% of students.
32%
61%
7%
Question 4: How long did the video lecture
and note-taking process take you?
10 Minutes or less 11-20 Min 20+

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Figure 7: Student Evaluation of Lecture Duration
Question asked students “How appropriate did you find the length of these videos?” Three
choices were given (too long, appropriate duration & too short). The majority of students (81%)
felt that the length of the videos was an “appropriate duration”. 16% of students thought the
video was “too long”, while 3% of students thought the length of the videos was “too short”.
16%
81%
3%
Question 5: How appropriate did you find
the length of these videos?
TOO LONG APPROPRIATE DURATION TOO SHORT

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Figure 8: Technology Utilized to Watch the Online Lecture
Question 6 inquired about the technology utilized to complete the lecture process. Students were
asked “What device did you use for the video lecture?” and three choices were given
(smartphone, computer & tablet). Most students (84%) used a computer to watch the online
lecture. 13% of students used a smartphone to complete the lecture process, while 3% used a
tablet.
13%
84%
3%
Question 6: What device did you use for
the video lecture?
SMARTPHONE COMPUTER TABLET

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Figure 9: Student Evaluation of Working on Own Time
Question 7 inquired about students being able to watch the lecture on their own time, asking
students “Did you find working on your own time helpful in learning the content?” Three
choices were given (very helpful, somewhat helpful & not helpful). Most students who
completed the survey saw the online videos as very helpful. 48% of students who participated in
the survey saw working on their own time as “very helpful” while 45% said working on their
own time was “somewhat helpful”. 7% of students said that working on their own time was “not
helpful”.
48%
45%
7%
Question 7: Did you find working on your
own time helpful in learning the content?
VERY HELPFUL SOMEWHAT HELPFUL NOT HELPFUL

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Figure 10: Technical Issues & Its Impact on Student Learning
Question 8 inquired about technical issues during the lecture process. Students were asked,
“How did technical issues (streaming, downloading, accessing from various devices, etc.) of
watching the videos affect your learning?”. Students were given three answers to select from
(technical issues negatively impacted my learning, technical issues were annoying at times but
did not impact my learning & technical issues were not annoying and did not impact my
learning). The majority of students (51%) said that technical issues were not annoying and did
not impact their learning. 39% of students who participated in the survey said technical issues
were annoying at times but did not impact their learning. 10% of students said that technical
issues negatively impacted their learning.
10%
39%51%
Question 8: How did technical issues (streaming,
downloading, accessing from various devices, etc.) of
watching the videos affect your learning?
NEGATIVELY IMPACTED MY LEARNING
ANNOYING AT TIMES BUT DID NOT IMPACT MY LEARNING
NOT ANNOYING & DID NOT IMPACT LEARNING

27
Figure 11: Student Confusion During Video Lecture
Question 9 inquired about points of confusion during the lecture, asking students “Were there
points during the lecture where you were confused or need further explanation?” Three choices
were given (yes, no & unsure). Students who responded yes could voice their concern in a
comment box. The majority of students (74%) did not need further explanation following the
lecture. 16% of students were unsure if they needed further explanation and 10% of students
needed further explanation following the lecture.
10%
74%
16%
Question 9: Were there points during the lecture where you
wereconfused or need further explanation?
YES NO UNSURE

28
Figure 12: Student Feelings on Preparation for Upcoming Unit
Question 10 looked to see if the video lecture had any effect on student preparation, asking
students “Do you feel better prepared for the upcoming lessons on this subject?”. Students were
given three choices (yes, no & unsure). The majority of students (78%) felt more prepared for the
upcoming unit. 19% of students were unsure if they were better prepared for future lessons. Only
3% of students said they were no more prepared for the impending lessons because of the video
lecture.
78%
3%
19%
Question 10: Do you feel better prepared for
upcoming lessons on this subject?
YES NO UNSURE

29
Disaggregated Data Categorized by Achievement Level (1st Quarter Grade)
[70%-79% “C” Student, 80%-89% “B” Student, 90%-100% “A” Student]
Table 3 displays the overall change in grades for “C” students from the 1st quarter to the 2nd
quarter (as of 12-2-16). These students are categorized as “C” students because they received a
1st quarter grade between a 70% and 79%. Grades are reported as a percentage out of 100. Both
1st and 2nd quarter grades include classwork, homework quizzes, and National History Day
assignments for Mr. Gresick’s Modern World History classes.
Table 3: “C” Students’ 1st & 2nd Quarter Grades
“C” Student
Initials
(15 Students)
1st
Quarter
Grade
2nd
Quarter
Grade
(as of 12-2-
2016)
Change in
Performance
from 1st
Quarter to 2nd
Quarter
HL 72.6% 51% -21.6
AC 74.4% 66.1% -8.3
KC 77.4% 75.2% -2.2
RP 73.2% 61.7% -11.5
AR 79.8% 49.1% -30.7
DC 75.7% 73.1% -2.6
AE 75.5% 81.8% +6.3
JGr 71.7% 74.8% +3.1
KG 79.2% 44.9% -34.3
BH 79.6% 82.3% +2.7
TK 76.6% 66.4% -10.2
JM 75.4% 61.8% -13.6
TP 71.7% 62.2% -9.5
YS 79.2% 79.6% +0.4
WW 74.3% 59.8% -14.5
Average 75.7% 66% -9.7
On average, “C” students’ 2nd quarter grades (as of 12-2-2016) were 9.7 percentage points lower
than 1st quarter grades. 11 of the 15 “C” students who participated in the online lecture series

30
saw their grades decline in the 2nd quarter. Seven of these students also saw their grades drop at
least 10 percentage points. Four “C” students saw an increase in their grades, although none
increase their grades by more than 6.3 percentage points. The average 1st quarter grade for these
students was a 75.7%. On average, 2nd quarter grades for these students was a 66%.
The information from Table 3 is displayed visually in Figure 13 below. The blue line represents
“C” students’ 1st Quarter grades while the orange line represents “C” students’ 2nd Quarter grades
(through 12-2-16).
Figure 13: Comparison of “C” Students’ Grades (1st Quarter & 2nd Quarter)
40
50
60
70
80
90
100
HL AC KC RP AR DC AE JGR KG BH TK JM TP YS WW
"C" Students'1st& 2nd Quarter Grades
1ST Q GRADE 2ND Q GRADE

31
Table 4 displays academic performance of “C” students during the 1st quarter and compares it to
their performance during the online lecture series. The online lecture series included three units.
Each unit had several assignments to assess student learning. Data to identify student
performance was collected. An average for each student was compiled based on the data
collected. This average helps to show how lower-achieving student performed during the online
lecture series.
Table 4: “C” Students’ Grades (1st Quarter & During Flipped Learning Lecture Series)
“C” Student
Initials
(15 Total
Students)
1st
Quarter
Grade
Performance
During
Lecture
Series
Change in
Performance
Between1st
Q
& During
Online
Lecture
Series
HL 72.6% 52.7% -19.9
AC 74.4% 50.9% -23.5
KC 77.4% 89.2% +11.8
RP 73.2% 60% -13.2
AR 79.8% 60% -19.8
DC 75.7% 84.6% +9.1
AE 75.5% 81.5% +6
JGr 71.7% 66.1% -5.6
KG 79.2% 67.6% -11.6
BH 79.6% 98.4% +18.8
TK 76.6% 49.2% -27.4
JM 75.4% 95.3% +19.9
TP 71.7% 87.6% +15.9
YS 79.2% 96.9% +17.7
WW 74.3% 87.6% +13.3
Average 75.7% 75.2% -0.5
As stated earlier, the average 1st quarter grade for “C” students participating in the study was a
75.7%. Based on data collected, student performance on assignments related to the online video
lectures was a 75.2%. On average, “C” student’s performance on these assignments series were

32
0.5 percentage points lower than their first quarter grade. Interestingly, eight of the 15 students
performed at a higher level on the assignments related to the online video lectures in comparison
to their 1st quarter grades. This includes five students whose performance increased by at least 10
percentage points. Seven students saw a decrease in their performance during the lecture series,
including six whose performance dropped by at least 10 percentage points.
“C” students’ grades during the 1st quarter while the orange line graph represents “C” student’s
performance during the study. The area between the two lines helps to show the change in
student performance between the 1st quarter and the online lecture series.
40
50
60
70
80
90
100
HL AC KC RP AR DC AE JGR KG BH TK JM TP YS WW
"C" Students'1stQuarter Grades Compared to
PerformanceDuring Flipped Learning
1ST Q GRADE FLIPPED LEARNING PERFORMANCE

33
Table 5 displays the overall change in grades for “B” students from the 1st quarter to the 2nd
quarter (as of 12-2-16). These students are categorized as “B” students because they received a
1st quarter grade between an 80% and 89%. Grades are reported as a percentage out of 100. Both
Table 5: “B” Students’ Grades (1st Quarter & 2nd Quarter)
“B” Student
Initials
(12 Students)
1st
Quarter
Grade
2nd
Quarter
Grade
(as of 12-2-
2016)
Change in
Performance
from 1st
Quarter to 2nd
Quarter
PA 80.3% 55.2% -25.1
AL 84.8% 76.1% -8.7
CW 84.9% 74.5% -10.4
SB 84.8% 67.2% -17.6
JB 83.1% 87.3% +4.2
JD 82.4% 78.8% -3.6
JGo 87.4% 67.4% -20
NL 83.1% 63.5% -19.6
CM 81.2% 85.5% +4.3
MN 85.9% 76.8% -9.1
NP 82.6% 35.4% -47.2
DT 85.4% 57.1% -28.3
Average 83.8% 68.7% -15.1
On average, “B” students’ 2nd quarter grades (as of 12-2-2016) were 15.1 percentage points
lower than 1st quarter grades. 10 of the 12 “B” students who participated in the online lecture
series saw their grades decline in the second quarter. Seven of these students saw their grades
drop by at least 10 percentage points. Only two “B” students saw an increase in their grades,
increasing by 4.2 and 4.3 percentage points respectively. The average 1st quarter grade for “B”

34
students participating in the study was an 83.3%. The average 2nd quarter grade (as of 12-2-16)
for these students was a “D+” (68.7%).
students’ 1st Quarter grades while the orange line represents students’ 2nd Quarter grades.
30
40
50
60
70
80
90
100
PA AL CW SB JB JD JGO NL CM MN NP DT
"B" Students' 1st& 2nd Quarter Grades
1ST Q GRADE 2ND Q GRADE

35
Table 6 displays academic performance of “B” students during the 1st quarter and compares it to
their performance during the online lecture series. Data was collected to identify student
performance during the lecture series. An average for each student was compiled based on the
data collected. This helps to show how students at different achievement levels performed during
the online lecture series.
Table 6: “B” Students’ Grades (1st Quarter & During Flipped Learning Lecture Series)
“B” Student
Initials
(12 Total
Students)
1st
Quarter
Grade
Performance
During
Lecture
Series
Change in
Performance
Between1st
Q
& During
Online
Lecture
Series
PA 80.3% 98.4% +18.1
AL 84.8% 100% +15.2
CW 84.9% 98.4% +13.5
SB 84.8% 92% +7.2
JB 83.1% 83.3% +0.2
JD 82.4% 84.6% +2.2
JGo 87.4% 100% +12.6
NL 83.1% 95.3% +12.2
CM 81.2% 93.8% +12.6
MN 85.9% 95.3% +9.4
NP 82.6% 50.9% -31.7
DT 85.4% 87.6% +2.2
Average 83.8% 90.0% +6.2
As stated earlier, the average 1st quarter grade for “B” students participating in the study was an
83.8%. Based on data collected, student performance on assignments related to the online video
lectures was a 90.0%. On average, “B” student’s performance on these assignments series was
6.2 percentage points higher than their first quarter grade. Interestingly, 11 of the 12 “B” students
performed at a higher level on the assignments related to the online video lectures in comparison

36
to their 1st quarter grades. This includes six students whose performance increased by at least 10
percentage points. Only one “B” student saw a decrease in their performance during the lecture
series. Their performance dropped by 31.7 percentage points.
“B” students’ grades during the 1st quarter while the orange line graph represents “B” student’s
performance during the study. The area between the two lines helps to show the change in
student performance between the 1st quarter and the online lecture series.
40
50
60
70
80
90
100
PA AL CW SB JB JD JGO NL CM MN NP DT
"B" Students' 1stQuarter Grades Compared to Performance
During Flipped Learning
1ST Q GRADE FLIPPED LEARNING PERFORMANCE

37
Table 7 displays the overall change in grades for “A” students from the 1st quarter to the 2nd
quarter (as of 12-2-16). These students are categorized as “A” students because they received a
1st quarter grade between a 90% and 100%. Grades are reported as a percentage out of 100. Both
Table 7: “A” Students’ Grades (1st Quarter & 2nd Quarter)
“A”
Student
Initials
(3 Total
Students)
1st
Quarter
Grade
2nd
Quarter
Grade
(as of 12-2-
16)
Change in
Performance
from 1st
Quarter to 2nd
Quarter
NY 94% 87.8% -6.2
GF 92.8% 99.4% +6.6
SS 90.9% 84.2% -6.7
Average 92.5% 90.5% -2
On average, “A” students’ 2nd quarter grades (as of 12-2-2016) were 2 percentage points lower
than 1st quarter grades. Two of the three “A” students who participated in the online lecture
series saw their grades decline. The two “A” students’ grades declined by 6.2 and 6.7 percentage
points respectively. The other “A” student saw an improvement in their 2nd quarter grade by 6.6
percentage points. The average 1st quarter grade for an “A” student participating in the study was
a 92.5%. These students averaged to a 90.5% in their 2nd quarter grade.

38
The information from Table 7 is displayed visually in Figure 17 below. The blue bars represent
“A” students’ 1st Quarter grades while the orange bars represent “A” students’ 2nd Quarter grades
(through 12-2-16).
75
80
85
90
95
100
NY GF SS
"A" Students'1st& 2nd Quarter Grades
1st Q Grade 2ND Q Grade

39
Table 8 displays academic performance of “A” students during the 1st quarter and compares it to
their performance during the online lecture series. Data to identify student performance during
the online lecture series was collected. An average for each student was compiled based on the
data collected. This helps to show how high-achieving students performed during the online
lecture series.
Table 8: “A” Students’ Grades (1st Quarter & During Flipped Learning Lecture Series)
“A”
Student
Initials
(3 Total
Students)
1st
Quarter
Grade
Performance
During
Lecture
Series
Change in
Performance
Between 1st
Q & During
Online
Lecture
Series
NY 94% 98.4% +4.4
GF 92.8% 100% +7.2
SS 90.9% 90.7% -0.2
Average 92.5% 96.4% +3.9
As stated earlier, the average 1st quarter grade for “A” students participating in the study was a
92.5%. Student performance on assignments related to the online video lectures was a 96.4%. On
average, “A” student’s performance on these assignments series were 3.9 percentage points
higher than their first quarter grade. Two of the three “A” students performed better during the
online lecture series in comparison to their 1st quarter grade. These students performed 7.2 and
4.4 percentage points respectively. One “A” student saw a decline in performance during the
online lecture series. Their grade decreased by only 0.2 percentage points.

40
The information from Table 8 is displayed visually in Figure 18 below. The blue bars represent
“A” students’ 1st Quarter grades while the orange bars represent “A” student’s performance
during the online lecture series.
Figure 18: Comparison of Student Grades
86
88
90
92
94
96
98
100
NY GF SS
"A" Students'1stQuarter Grades Compared to Performance
During Flipped Learning
1ST Q Grade FLIPPED LEARNING PERFROMANCE

41
The final data collection tool was interviews and group discussions. The semi-structured
interview process allowed for students to answer my specific questions while still having the
freedom to express their own opinions. The four planned questions that were asked during the
interview include “What features of the online video lecture series did you enjoy?”, “What
features of the online video lecture series could be improved?”, “What features of the Flipped
Learning dynamic did you enjoy in comparison to a traditional classroom?”, and “Do you see
yourself being successful in a Flipped Classroom in the future?”
Each interview was relatively short in nature but still allowed students explain their
answers. Group discussions took a similar approach. The following section summarizes the key
points students had during my interviews and discussions. Each key point has a number
associated with it. This represents the number of students who mentioned that in their feedback.
Table 9 displays student responses to the question “Do you see yourself being successful in a
Flipped Classroom in the future?”
FEATURES ENJOYED
 Visual Learner/Visually Appealing - 10
 Easy to Understand - 5
 Commentary - 5
 Simplicity - 3
 Ability to Rewind - 2
 Facts & Main Points Introduced - 2

42
FEATURES TO IMPROVE UPON
 Links on PPT - 4
 Enthusiasm - 3
 Less Information/Spacing on Slides - 3
 Music/Audio - 2
 Creativity - 1
 Streamlined Process for PPT – 1
ENJOY IN COMPARISON TO TRADITIONAL CLASSROOM
 Increased Amount of Interaction with Classmates - 7
 Complete on Own Time/Pace - 5
 Increased Number of Visuals - 4
 Engagement - 2
 Ease of Presented Materials - 1
SUCCESSFUL IN A FLIPPED CLASSROOM IN THE FUTURE
Table 9: Do You See Yourself Being Successful in a Flipped Classroom in the Future
YES NO
14 4

43
Discussion
Although much of the literature, such as McLaughlin et al. (2014) and Enfield (2013),
found that a flipped classroom leads to improvements in student achievement, I did not observe
this universal improvement in all students. However, I also did not find that flipped learning had
a minimal effect on students’ grades like Kim, Kim, and Getman (2014). Rather, students who
participated in my flipped learning study experienced a range of results. Some students improved
in their grades while others experienced significant declines in achievement. Most students’
second quarter grades declined in comparison to their first quarter grades. It is interesting to note
that the majority of students saw an improvement in their grades on assignments related to the
online lecture series.
The overall decline of 11 percentage points in students’ average grades during the second
quarter suggests that Flipped Learning does not necessarily lead to improvement in student
achievement. However, it is essential to understand these results within their proper context.
Since the study only lasted four weeks, a limited number of assignments entered the grade book.
Grades in Mr. Gresick’s classroom include classwork, quizzes, and National History Day
assignments. Students have been given National History Day assignments throughout the school
year. In the second quarter, students were asked to complete an annotated bibliography. While
some students completed this assignment satisfactorily, many students performed poorly.
Observations during my student teaching experience also show that many students struggle
immensely with the bi-weekly quizzes. The limited amount of assignments and the poor
performance of students help to show why the majority of student grades declined during the
second quarter.

44
While these grades may not reflect the benefits of Flipped Learning, other data helps to
show that student achievement is increased in a flipped classroom dynamic. Student achievement
on assignments related to the lecture series was also considered. Data analysis helps to show that
the majority of students performed at a higher level in comparison to their first quarter grade.
Assignments that are not related to the lecture series are not included in this measurement. This
is a more accurate assessment of student achievement during Flipped Learning because the
assignments test the materials introduced during the online video lectures.
As stated earlier, 21 of the 30 students performed at a higher level during the lecture
series (in comparison to their first quarter grade). Of the nine students who did not improve
during the online lecture series, six students failed to turn in an assignment and received a zero.
These zeros had a drastic impact on students’ grades. In addition, two students received a 50% or
less on one assignment. This also had a large impact on their average grade on assignments
related to the online lecture series. The final student who did not improve their grade during the
lecture series saw their grade decrease by only 0.2 percentage points. Even with six students
failing to complete an assignment, performance improved by an average of 2.6 percentage
points. This data helps to show that students saw an improvement when Flipped Learning was
implemented.
Students in this study were categorized based on their first quarter grade. “C” students
were represented the highest in this study (15 of 30 students). On average, these students saw a
decrease in performance during the lecture series. While the average grade decreased by 0.5
percentage points, the majority of “C” students saw an increase in their grades. It must also be
noted that seven of the eight students who received a 50% or less on one of their assignments
was a “C” student. These grades hurt the average grade of “C” students dramatically. If all

45
students turned in all assignments, the data would better show Flipped Learnings impact on “C”
students. “C” students who completed all assignments raised their grade an average of 10
percentage points. This helps to show that students of lower achievement levels benefit from the
Flipped Learning dynamic.
“B” students were most successful during the online lecture series. 11 of the 12 students
saw an increase in their performance, and the average grade increased by 6.2 percentage points.
The student who did not increase their grade failed to turn in an assignment; this hurt their grade
dramatically. Eight of the 12 “B” students performed at an “A” level during the online lecture
series. Based on this data, “B” students benefitted the most from Flipped Learning. Only three
“A” students were represented in this study. These students also saw an increase in performance
during the lecture series (3.9 percentage points). These statistics help to show that higher-
achieving students also benefit academically from the Flipped Learning dynamic.
While the quantitative data shows that student performance increases when video lectures
are implemented, it should be noted that these lectures do not fully prepare students for each
lesson. Students are continuing to learn new material in every lesson. Classroom activities in this
study were also very different from what students experienced during the first quarter. Students
often worked in a collaborative learning experience. This could influence students grades during
the study. While this data helps show that students of different achievement levels can benefit in
a flipped classroom, qualitative measures must be examined to fully determine its benefits.
A number of interesting deductions were gained from the surveys. First and foremost, the
surveys confirmed the findings of Kim, Kim, and Getman (2014) that found students more
confident and better prepared for the upcoming unit when exposed to Flipped Learning. 73% of
students thought the videos were very helpful and 78% felt more prepared for the upcoming unit.

46
The survey also confirms the findings of Davies, Dean, and Ball (2013) that flipped classroom
students are motivated to learn at their own pace. 48% of students saw working on their own
time as “very helpful” while 45% said working on their own time was “somewhat helpful.”
Additional findings help to show that most students completed the lecture and note-taking
process in 11-20 minutes. Most students felt that the videos were an appropriate duration and
were appropriately challenging. Students also felt that the videos were very engaging.
Interviews and group discussions helped me to better understand students’ feelings of the
flipped classroom dynamic. One of the main findings from the interview was that many students
are visual learners. Students enjoyed the simplicity of the lectures and thought they were easy to
understand. The lecture helped students to learn the subject, and the ability to rewind and replay
the material was also beneficial. The finding that stood out the most was that nearly 80% of
students thought they could be successful in a flipped classroom in the future.
Students also talked about features of the flipped classroom that can be improved upon.
Students thought the lectures lacked creativity and enthusiasm. Students suggested adding music
or additional audio during the lecture. Students shared that the PowerPoints can also be improved
upon. Students said some of the digital content added to the presentations did not work. Students
also expressed that they would like to see less information on each slide. Sharing this
information will help me to adjust future online video lectures in my flipped classroom.
Students enjoyed the increased amount of interaction with classmates in a flipped
classroom in comparison to a traditional classroom. Students also liked that they could complete
the video lecture at their own pace and on their own time. Students liked the increased number of
visuals presented and believed that they were more engaged in the classroom. These findings
help to show what students like in a flipped classroom dynamic.

47
Conclusion
Overall, I thought my action research project went relatively well. Prior to this, I had very
little experience with Flipped Learning. I also did not have any experience integrating audio into
PowerPoint presentations. Although I had limited experience with this technology, I was able to
integrate my video lectures effectively. While I am not the teacher, the rapport I have with my
students allowed me to effectively communicate face-to-face with all participants.
Communication with my students could have been better. Being a student-teacher, I did not have
access to the Canvas learning management system. This restricted me from posting the online
lectures on my own. To complete the process, I had to email my mentor teacher with my
presentation and he had to post it online. Having access to Canvas would have allowed me to
post my presentations earlier. This would have allowed me to communicate with my students
electronically.
While this study helps to assess student learning and feelings for a flipped classroom,
there are also limitations. The study only lasted four weeks, so the sample size is limited. Future
studies should implement a longer study to better understand the effects of Flipped Learning.
This study also failed to assess student learning through a test. Assessing student knowledge
through a test would help to determine if students retain knowledge better in a flipped classroom.
Future studies in elementary and secondary school should be conducted to better understand the
effects of a flipped classroom outside of a university setting.

48
Appendix A: Teacher Artifacts
This section includes a blank copy of the survey that was given to all
students participating in the study. These surveys help to determine the
effectiveness of a Flipped Classroom dynamic in a high school Modern
World History class.
 See Appendix B for a sampling of student responses to the survey
Also, included in this section are screenshot copies of each PowerPoint
presentation.
 Martin Luther & the Protestant Reformation
 Muslim Empires
 Agricultural & Industrial Revolutions
o See Appendix B for copies of student notes based on the
video lecture

49
Online Video Lecture Survey
CIRCLE THE ANSWER THAT BEST APPLIES BASED ON YOUR ONLINE LECTURE EXPERIENCE
1. Howeffective did you find the instructional videos in helping you learn?
Very Helpful Somewhat Helpful Not Helpful
2. I found the content ofthe videos to be
Very Engaging/Interesting SomewhatEngaging/Interesting Not Interesting
3. I found the content ofthe videos to be
Too Difficult Appropriately Challenging Too Easy
4. Howlong did the video lecture and note-taking process take you?
10 Minutes or less 11-20 20+
5. Howappropriate did you find the length ofthese videos?
Too Long for the given content Appropriate Duration for the given content
Too Short for the given content
6. What device did you use for the lecture?
Smartphone Computer Tablet
7. Did you find working outside the classroom with the videos helpful in learning the content?
Very Helpful in learning the content Somewhat Helpful in learning the content
Not Helpful in learning the content
8. Howdid technical issues (streaming, downloading, accessing from various devices,etc..) of
watching the videos affect your learning?
Technical issues of watching the videos negatively impacted my learning
Technical issues of watching the videos were annoying at times but did not impact my learning
Technical issues of watching the videos were not annoying and did not impact my learning
9. Were there points during the lecture where you were confused or needed further
explanation?
YES NO UNSURE
10. Do you feel better prepared for upcoming lessons on the subject?
YES NO UNSURE

50
Online Lecture Series – PowerPoint 1 – Martin Luther & The Protestant Reformation
Online Lecture Series – PowerPoint 2 – Muslim Empires
Online Lecture Series – PowerPoint 3 – Agricultural & Industrial Revolutions

51
Appendix B: Student Artifacts
This section includes student responses to the online video lecture
survey. Also, included in this section are student notes from the online
video lectures and copies of student work during the Industrial
Revolution unit.

52

53

54

55

56
.

57

58
References
Chen, Y., Wang, Y., & Chen, N. S. (2014). Is FLIP enough? Or should we use the FLIPPED
model instead? Computers & Education, 79, 16–27.
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional
technology integration in a college-level information systems spreadsheet course.
Educational Technology Research and Development, 61(4), 563–580.
Enfield, J. (2013). Looking at the Impact of the Flipped Classroom Model of Instruction on
Undergraduate Multimedia Students at CSUN. TechTrends: Linking Research & Practice
to Improve Learning, 57(6), 14-27.
Gaughan, J. E. (2014). The Flipped Classroom in World History. History Teacher, 47(2), 221-
244.
Jensen, J. L., Kummer, T. A., & Godoy, P. M. (2015). Improvements from a Flipped Classroom
May Simply Be the Fruits of Active Learning. CBE - Life Sciences Education, 14(1), 1-
12.
Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped
classrooms in an urban university: An exploration of design principles. The Internet and
Higher Education, 22, 37-50.
McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L.
M., ... Mumper, R. J. (2014). The flipped classroom: A course redesign to foster learning
and engagement in a health professions school. Academic Medicine, 89(2), 236–243.
Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to
improve student performance and satisfaction. Journal of Nursing Education, 52(10),
597–599.

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