The Flipped Classroom Model of Learning in Higher Education: An Investigation of Preservice Teachers’ Perspectives and Achievement

Source: Journal of Digital Learning in Teacher Education, Volume 31, Issue 1, 2014, p. 18-27

This study investigated preservice teachers’ perspectives of the flipped classroom model and examined the impact of the model on student achievement.
In this model, what generally occurs during class time, such as lectures and demonstrations, occurs at home, and assignments typically completed out of class occur during class.

The authors found no significant differences between the flipped model and the traditional model in terms of academic achievement.
However, they found different factors that may influence the effectiveness of this teaching model.