Flipped Learning Literature Review

Flipped Learning: A Review of the Literature
Alexandra Freeman
Texas A&M University- Texarkana
Flipped Teaching Freeman 1

Introduction
The Google search engine has forever changed people’s exposure to information. In a
time when social media, news stories, and even celebrity’s personal affairs are readily available
in the palm of anyone’s hand, every public and private business sector is shifting to confront an
ever evolving technological culture. Leaders in the education field are recognizing the urgency to
get on board with this generation of students who “expect all the information in the world to be
one mouse click away on a 24/7 basis... They expect informational resources to be dynamic, not
static” (Dillon, 2007, p. 36). In 2007, Jonathan Bergmann and Aaron Sams pioneered the
movement to meet the increasing needs of a more technologic, individualized culture through
flipped learning (Finkel, 2012, p. 28). Through this change of pedagogy, teacher and student
roles, and progressive technology implementation, flipped learning is altering the paradigm in
how we educate our students.
When the internet first launched into the classroom in the the early 2000s, research from
the National Assessment of Educational Progress in the United States History concluded that
87% or less of students in the 4th, 8th, and 12th grade used primary source documents once a
month or less for research purposes (Lee, 2002, p. 511). Many teachers were reluctant to use
computers in classroom instruction; therefore students relied primarily on libraries with print
sources and their teacher as access to relevant information in their subject areas. The students in
the classroom today are simply not the same students they were 10 years ago.
Technology has not only transformed our societies, but it is forming societies into a more
global community. Fulmerfelt and Green (2013) convey that “extensive technological advances

will occur in the next few years than have happened in the last two centuries” (p. 358). These
technological advances have completely reshaped the way people interact with each other and
the world around them. Those who lived in the time of long distance calling from Texas to
California, are blown away by the conveniences of cellphones and services such as Skype that
allow people to communicate both across the country and transcontinentally.
Communication is just one example of how technology is changing the world.
Technology is also changing the way that children and young adults access information. Because
people have access to an abundant amount of instant information, there is a dire need for
organizing this information rather than acquiring it. In a study done by Yun-Jo An and Charles
Reigeluth (2012), the researchers concluded that our society needs people who can effectively
manage copious amounts of information to solve complex problems and make decisions (p. 54).
Teachers are no longer the primary holders of information. Therefore, in this time of rapid
technological advancement, schools can’t afford to fall behind. In fact, schools should be a
forerunner in making technology and electronic resources a priority as students connect what
they learn in the classroom with what they do outside the school building. This extends learned
content into daily activities and bonds students to the reality of being life-long learners.
These technology goals align with the concept of a flipped classroom which allows
students to individualize their learning as they meet homogenized learning standards. As
Bergmann and Sams expressed in Ed Finkel’s (2012) Flipping the Script “Technology is how
students learn today. All you have to do is watch kids in their free time. They always have some
sort of electronic device in front of them” (p. 30)

Literature Review
The literature on the flipped classroom aligns with three predominate areas of research
that answer the following questions: (1) What is flipped learning? (2) What are the benefits and
challenges of a flipped classroom? (3) What are practical examples of how teachers can flip their
classroom?
What is flipped learning?
The basic principle of a flipped classroom lies in “flipping” learning tasks that are done at
home (homework) with tasks performed at school (instruction). In a flipped context, students
view pre-recorded lessons before coming to class and reserve class time, or face-to-face time, for
learning experiences that require higher cognitive thinking skills based on Bloom’s taxonomy. In
a flipped classroom, class time is utilized for hands-on experiences that are facilitated by the
classroom instructor (Kovach, 2014, p. 39). Students are introduced to new concepts through
videos that are made by the teacher who uses either screencasts of PowerPoints with voiceovers
or a webcam with the teachers’ face. Students can view these videos on an online hosting site
such as Blackboard or Moodle; but if a student does not have access to the internet, then he or
she is issued a DVD (Sams, 2013, p. 17).
Bergmann and Sams (2013) emphasize that the purpose of flipped learning is not about
videos or technology explicitly; rather, the priority lies in utilizing technology to make class time
most effective (p.16). Traditionally, students would learn certain concepts within the classroom
and then go home to apply their knowledge. The disconnect with this model of learning is that
the application or synthesis of learning (homework) falls higher on Bloom’s Taxonomy of

cognitive skills; whereas acquiring knowledge (instruction) is at the base of Bloom’s taxonomy.
Acquiring information is the lowest form of thinking according to Bloom’s model. Therefore, a
flipped classroom focuses on engaging students in higher-ordered thinking activities in the
classroom with the support of their peers and the assistance of their teacher. This provides a
better opportunity for students to ask for guidance when they need it most.
Flipped learning also “flips” the responsibility of learning. The responsibility is
relinquished from teachers into the hands of students to take ownership of constructing their own
understanding of course concepts and processes (Finkel, 2012, p. 32). Since videos are
incorporated in the process, students are able to watch lessons and acquire information at their
own pace. Since teachers are no longer the “knowledge gate keepers”, students construct their
learning on their own by watching lessons, doing research, and engaging in peer-instruction. A
flipped classroom is in essence completely learner-centered. The teacher’s role becomes the
facilitator/coach/expert who helps by assessing student understanding, probing for deeper
understanding, and answering questions as students participate in learning activities in class.
Sang-Hong Kim, Nam-Hun Park, and Kil- Hong Joo (2014) describe flipped learning
from “A Review of Flipped Learning (2013)” in four main pillars: First, flipped learning must
have a flexible learning environment. Second, a flipped learning environment needs a change in
learning culture which means making classrooms more student-centered. Third, flipped learning
needs intentional content such as problem-based learning (PBL), socratic discussions, or other
learning strategies; and last, flipped learning requires specialized instructors (p.71).

Even with numerous definitions, flipped learning literature centers on the ideal that the
classroom should represent a microcosm of today’s world. It’s illogical for students to go home,
text message their friends, tweet a funny joke, post a picture on Instagram, and plan an event on
Facebook then go to school the next morning and sit in lecture classes while taking notes with a
pen and paper. The classroom should seek to incorporate non-traditional and authentic
experiences in class that are similar to what students experiences when they leave school. A
flipped classroom mirrors the current culture and allows students to deeply connect to subject
content due to familiarity and interest.
What are the benefits of a Flipped Classroom?
The benefits of this particular methodology of instruction are plentiful. The flipped
classroom provides students with learning opportunities that reflect a constructivist pedagogy.
Sharon J. Hawks (2014) writes that constructivism is based on the tenet that individuals use
experience to construct knowledge and reflection to create meaning (p.265). In other words,
students discover understanding by their experience; and their knowledge is built by doing things
themselves. The focal point of the flipped learning model is a facilitated learning environment
that places students’ understanding as the highest priority. Through flipped learning, students are
able to develop life skills such as collaboration and problem solving. Research shows that
students who are involved in a learner-centered classroom have higher intrinsic motivation to
learn and elevated self efficacy, along with better goal orientation and metacognitive skills to
self-regulate (An and Reigeluth, p. 54).

The commentary on flipped learning debates that classrooms should be more centered on
building student understanding through activities that require higher-ordered thinking skills and
less focused on state-assessment scores. Sams and Bergmann believe that when administrators
give teachers autonomy and students flexibility, test scores will work themselves out (Finkel, p.
34). In a time of high-stakes testing, some districts are so focused on meeting accountability
standards through state assessments, that they’re afraid to allow teachers to try new things in fear
that the unorthodox will fail. When in fact, studies show that students involved in active learning
courses outperform students in traditional courses (Hawks, 2014, p. 265).
According the literature on the effectiveness of a flipped classroom, students have the
opportunity to go above and beyond of what is expected of them. When students have ownership
of their learning, they are more motivated to learn. When students are motivated to learn, they
work harder and yield better results. Through small group, peer-instruction, and one-on-one time
with their teacher, students have access to richer learning experiences that build higher-thinking
skills. When students have higher cognition, the possibilities of what they will be able to
accomplish are endless. Engaging students in a learner-centered environment through flipped
learning eliminates students from being passive participants. Students come to school knowing
that they have a purpose; and this changes the current school culture where a majority of students
really don’t enjoy going to school in general.
Students in special subgroups such as English Language Learners (ELLs), exceptional
learners in the SpEd program, and Gifted and Talented learners (GT) especially benefit from a
flipped classroom. According to current PEIMS records, students who are identified as SpEd or

GT have the highest dropout rate. This is due to current education models failing to meet these
particular learners’ needs. Flipped learning allows these learners to work at their own pace while
being monitored closely by their instructor. A flipped classroom allows instruction, assignments,
and assessments to be more differentiated, leaving student subgroups feeling more successful
about their work instead of comparing themselves with their peers.
What are the Challenges of a Flipped Classroom?
With all the many benefits of cultivating a flipped classroom, there are many challenges
that novice instructors will face when beginning to integrate this practice. The first challenge is
that teachers must be well versed in their subject content in order to address questions and
provide immediate, tactful feedback during discussions and activities (Kovach, p. 39). As one of
the aforementioned four pillars of flipped learning, flipped learning requires that teachers be
specialized. Teachers need to be experts in their knowledge of specific content in order to
communicate with students accurately about their understanding of the subject matter. As
students study more deeply, their findings catalyze further inquiry that demands teachers to
explain concepts or ideas in a way that helps a student understand.
The literature also explains that teachers should be learners alongside their students.
Barbara L. McCombs (2003) explains that “learner-centered teachers know the subject matter,
but the most effective learner-center teacher can shift their role from teacher to expert learner and
share ownership of learning with their students” (p. 96). Implementing technology and flipped
learning practices requires teachers to learn about new technological practices through a
continuum of professional development. The best teachers never stop learning themselves; but

they orient themselves to continual evaluation and execution of best practices. A barrier in
flipped learning could be a teacher’s unwillingness to continue his or her development as a
professional within the field. Veteran teachers might find the transition into a flipped classroom
even more difficult as they cling completely to traditional pedagogy.
Another challenge teachers will face in a flipped classroom setting, is the possibility that
some students will not do the assigned work of watching lectures on their own. If a student does
not watch the lecture videos, he or she comes to class unprepared for discussions or for other
engaging activities that require prior-knowledge. This poses a major problem or flipped
instruction: if a student does not take responsibility for his or her learning, they will not reap the
benefits of learner-centered activities during class.
Bergmann and Sams solved this problem by providing time during class or after school
for students to watch videos or putting videos on applications that students can access using
smart phone devices. Using smart devices allows students to engage in activities such as web
discussions and online search. Currently, most students have access to a smart phone which
would allow them to access online host sites such as Blackboard and Moodle. Blackboard has an
app that students can have on their phones in order to access videos or discussion boards. Most
of the modules should be fairly easy to access on a mobile device. Teachers can also create pre-
recorded DVDs that students may also check out and watch at home on their TV.

What are practical examples of how teachers can flip their classrooms?
Ben Smith and Jared Mader (2015) write about many flipping tools that teachers can
implement in their science classrooms, “many free online resources, screencasting, and
podcasting technology allows you to create differentiated learning experiences in the flipped
classroom, providing students with a more tailored learning experience” (p. 8). The authors give
lists of many websites and tools that teachers can use in order to get their flipped learning
environment up and running. The two main examples are the screencast and the podcast.
Screencasting tools (Jing, SCreencast-o-matic, Snapz Pro, Camtasia, Reflector App)
capture videos of teachers’ screens as they give lessons on a specific topic while speaking on a
voiceover. There are many examples of professors doing this on youtube, and there are even
tutorials that teachers maybe able to find on youtube to help them with such programs. After
teachers create the screencast, they then create it to be a movie file (iMovie or Windows
MovieMaker project) and can share it on a hosting site, youtube, or burn to a DVD disk.
A podcast is a voice recording that can be made through programs such as Vocaroo,
Audacity, Garage Band, or the recording app on an iPhone. Teachers simply record an audio file
then upload it to a website, share in an URL address, or email it to selected recipients. Podcasts
can be used to help students when they are doing step-by-step problem solving. Smith and Jader
explain that “the benefit of podcasting is that it isn’t a full blown answer key. Instead, teachers
can provide as much or as little detail as they thing is necesssary” (p.8) When podcasting with a
white board teachers can use the Educreations or Doceri tool to partner a voice and a white board
to give step-by-step instructions such as how to balance a chemical reaction.

The screencast and podcast are just two examples of technology tools that teachers can
use to engage their students in the classroom. There are a plethora of other hosting sites that will
allow teachers to create online forums where students can have discussions and engage in other
activities. Another way that teachers can create a flipped classroom is to provide students with a
Google email account with access to Google drive where they can share their assignments
through google docs and also have discussions through Google chat.
At a local, Title I high school, teachers are flipping in their classrooms for grades 9-12.
Teachers are able to incorporate Google Chromebooks thanks to a grant they applied for and
received funds for the resource. Through these computers, students have the capability to access
videos during class and then engage in multiple activities during class and even at home with
their smart phones. In an interview with one employee, she shares all the many websites and
activities that students are able to engage in through a flipped class setting.
The teachers share a lot of great sources to find new stuff and tech resources. Teachers
can find some of theses resources on websites such as: http://www.freetech4teachers.com/. This
is a website that allows teachers to build a slideshow site and build on Google Slideshow;
students can follow along on slideshows and answer questions: https://www.peardeck.com/.
There is a website that allows students to play quiz games in class competitions: Kahoot:
teachers: https://getkahoot.com/ students: https://kahoot.it. For online classrooms (with
discussion ability), there are websites such as: https://www.edmodo.com/, https://
www.schoology.com/home.php, and https://classroom.google.com/. For websites on pedagogy,
you can use sites such as http://ctl.utexas.edu/teaching/flipping-a-class, http://www.edutopia.org/,

http://www.edutopia.org/blogs/tag/flipped-classroom. There are a multitude of resources that can
get teachers get their flipped classroom started.
Conclusion
In conclusion, the literature provided sheds light on what flipped learning is, how it
benefits our students, the challenges teachers will face with its implementation, and the practical
ways teachers can introduce this type of learning into the classroom. The literature on this topic,
though, not extremely extensive due to being innovative in nature, provides clarity as to how
teachers can start thinking in the direction of the reality that classrooms are going to eventually;
they have to. In order to keep in step with the current culture of connectivity through technology,
there will be a natural overflow into the education field. Through professional development,
research, and a creative, explorative mentality, teachers can be successful in flipping their
classroom, their instruction, and student learning.

References
An, Y., & Reigeluth, C. (2012). Creating Technology-Enhanced, Learner-Centered Classrooms:
K-12 Teachers' Beliefs, Perceptions, Barriers, and Support Needs. Journal Of Digital
Learning In Teacher Education, 28(2), 54-62.
Bergmann, J., & Sams A. (2014). Flipped learning: Maximizing face time. T+D, 68(2), 28-31.
Dillon, N. (2007). Educating generation Z. American school board journal, 194(9), 34-36.
Finkel, E. (2012). Flipping the script in K12. District Administration, 48(10), 28-30,.
Flumerfelt, S., & Green, G. (2013). Using Lean in the Flipped Classroom for At Risk Students.
Journal of Educational Technology & Society, 16(1), 356-366.
Hawks, S. J. (2014). The flipped classroom: Now or never?. AANA Journal, 82(4), 264-269.
Kovach, J. V. (2014). Leadership in the "Classroom". Journal for Quality & Participation,
37(1), 39-40.
Lee, J. K. (2002). Digital history in the history/social studies classroom. History Teacher, 35(4),
503-517.
McCombs, B. L. (2003). A Framework for the redesign of K-12 education in the context of
current educational reform. Theory Into Practice, 42(2), 93-101.
Sams, A., & Bergmann, J. (2013). Flip your students & learning. Educational Leadership,
70(6), 16-20.

Sang-Hong, K., Nam-Hun, P., & Kil-Hong, J. (2014). Effects of flipped classroom based on
smart learning on self-directed and collaborative Learning. International Journal of
Control & Automation, 7(12), 69-80. doi:10.14257/ijca.2014.7.12.07
Smith, B., & Mader, J. (2015). Flipping Tools for the Science Classroom. Science Teacher, 82(3),
8.

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