Review of the flipped learning literature int he STEM disciplines
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This document summarizes Elaine Huber's preliminary findings from a review of the literature on flipping the STEM classroom. It provides an overview of the current literature, aims of the review, methodology, findings organized by themes, and next steps. The main findings are that studies generally report positive perceptions of achievement, engagement, and self-efficacy, though some note increased workload or lack of preparation. Gaps in the literature are also identified, such as a lack of non-US based studies, longitudinal studies, and a design framework for flipping STEM courses.
Review of the flipped learning literature int he STEM disciplines
- 1. Elaine Huber @enm181 A review of the literature on flipping the STEM classroom Preliminary Findings Elaine Huber & Ashleigh Werner
- 3. Elaine Huber @enm181 ‘inverted classroom’ first coined by Lage, Platt and Treglia (2000) Journal of Economic Education
- 4. two high school chemistry teachers (Bergmann & Sams, 2007)
- 5. Elaine Huber @enm181 evidence By Daekow - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=44847508
- 6. Elaine Huber @enm181 Why STEM? (Science, Technology, Engineering and Mathematics) image: Department of Energy
- 7. Elaine Huber @enm181 image: flickr -LVCHEN
- 9. current literature authors year studies reviewed main findings Rotellar & Cain 2016 summary of the primary literature; recommendations on implementation Seery 2015 12 over reliance on content delivery through recorded lectures offered as pre-work O'Flaherty & Phillips 2015 28 little robust evidence for improved outcomes Bishop & Verleger 2013 22 most research reporting only student perceptions Hamden, McKnight, McKnight & Arfstrom 2013 general summary of literature - need for more research
- 10. Elaine Huber @enm181 Aims 1. whether there is significant evidence of the success of flipped learning reported specifically in the STEM literature. Success is measured in terms of evidence of improved learning outcomes. 2. whether there are any findings relevant to flipped research in STEM that differ from more generalist reviews. 3. Whether there are gaps or findings in the literature that can direct future research on flipped learning.
- 12. Elaine Huber @enm181 Inclusioncriteria time period language type of research study focus literature focus 2012 - 2016 English original - peer reviewed publication Higher Ed., STEM discipline, UG & PG overall theme relates to the flipped approach
- 13. Elaine Huber @enm181 Database Searched (narrowed) Hits returned Relevant articles A+ Education 12 2 ProQuest 38 9 ERIC 63 5 British Education Index 62 0 Web of Science (flipped in title field only) 120 27 Education Research Complete 215 3 Wiley 116 1 Academic Research Complete 50 0 Google Scholar (included STEM but only chose top 100 results) 100 11 TOTAL 776 58
- 15. Elaine Huber @enm181 Theoretical frameworks, theories or approaches ?
- 16. Elaine Huber @enm181 Theoretical frameworks, theories or approaches Vygotsky's social learning theory active learning cooperative learning Bloom’s buffer theory student involvement theory theory of coherent practice problem based learning social constructivist theory positivist approach
- 18. Elaine Huber @enm181 POSITIVE NEGATIVE NEUTRAL OR RECOMMENDATIONS Theme Number of studies coded Theme Number of studies coded Theme Number of studies coded *Achievement 39 *Lack of self- efficacy 11 Learning design 8 *Perception 33 Increased workload 9 *Perception 5 *Engagement 20 *Perception 7 *Self- efficacy 5 *Students’ self- efficacy 12 Learning design 4 Video/resou rces 4 Learning design 2 Technology 3 *Achievement 2 *discussed in the paper CODING
- 19. Elaine Huber @enm181 Perception 33 9vs. positive negative
- 20. Elaine Huber @enm181 Perception-ve not getting value for money unless they were receiving direct, live instruction from an expert (Mzoughi, 2015)
- 21. Elaine Huber @enm181 Perception-ve not getting value for money unless they were receiving direct, live instruction from an expert (Mzoughi, 2015) “they did not seem to perceive the value of interactive learning approaches” (Missildine et al., 2013, p599).
- 22. Elaine Huber @enm181 Perception-ve not getting value for money unless they were receiving direct, live instruction from an expert (Mzoughi, 2015) “they did not seem to perceive the value of interactive learning approaches” (Missildine et al., 2013, p599). initial frustration because their class time activities constantly changed and they were unprepared for this ‘unknown’ (Strayer, 2012)
- 23. Elaine Huber @enm181 Perception-ve not getting value for money unless they were receiving direct, live instruction from an expert (Mzoughi, 2015) “they did not seem to perceive the value of interactive learning approaches” (Missildine et al., 2013, p599). initial frustration because their class time activities constantly changed and they were unprepared for this ‘unknown’ (Strayer, 2012) a perception of increased student workload (Khanova, Roth, Rodgers & McLaughlin, 2015; Hotle & Garrow, 2015).
- 24. Elaine Huber @enm181 Perception student satisfaction is not necessarily an accurate indicator of learning (Benner et al., 2010)
- 26. Elaine Huber @enm181 Engagement 10 affordances and perceived value of interaction with peers, resources and teaching faculty (McCallum, Schultz, Sellke & Spartz, 2015)
- 27. Elaine Huber @enm181 Engagement 5 face-to-face strategies such as in- class discussion and specifically working through problem solutions (Koo et al., 2016)
- 28. Elaine Huber @enm181 Engagement improved engagement did not always lead to improved achievement (Lucke, Dunn & Christie, 2016).
- 29. Elaine Huber @enm181 Achievement 31 15 + deeper learning overall retentioncompleting pre-work active learning3 3 6 4
- 30. Elaine Huber @enm181 Achievement 31 10 + neutral(Heyborne & Perrett, 2016) (Hotle & Garrow, 2015)
- 31. Elaine Huber @enm181 Achievement 31 10 1 + - neutral (Bossaer et al., 2016)
- 32. Elaine Huber @enm181 Self-efficacy Students taking control of their learning • through use of preparation resources • development of new, independent learning strategies (n=12)
- 33. Elaine Huber @enm181 Self-efficacy first year cohorts or introductory/foundation courses n=7 n=8
- 34. Elaine Huber @enm181 STEM Graduate Attributes
- 35. Elaine Huber @enm181 STEM Graduate Attributes “..student discomfort over the lack of in-class lecturing can give way to meaningful discussions about the nature of higher education and real progress toward guiding students to becoming self-regulating, lifelong learners” (Talbert, 2014).
- 36. Elaine Huber @enm181 Next Steps Cultural bias 71% USA Gender bias (Ichinose & Clickenbeard, 2016) - Hispanic women Large classes (Khanova et al., 2015) Engineering & IT Longitudinal studies (Benade & Callaghan, 2015) Design framework (Reyna, Davila, Huber & Meier, 2016)
Editor's Notes
- #6: Some academics and administrators have embraced this approach to learning, others are maintaining the status quo until enough evidence is provided to ensure such changes will bring about improvement of student learning.
- #7: Many STEM subjects contain an abundance of principles and (seemingly) abstract concepts which students need to ‘know’ before being able to move on to more practical, authentic applications. There is often a perceived need (by both teacher and student) for the teacher to personally deliver this content
- #8: Another misconception linked to the need to deliver content is that content needs to be removed from the curriculum in order to free up face-to-face class time to be active. a number of studies have showed that more content can be covered and to a deeper level.
- #10: O’Flaherty & Philips - Also that there was a lack of capacity within academic staff to design good learning experiences possibly due to a lack of pedagogical understanding. Rotellar & Cain - pharmacy Seery - only chemistry studies
- #11: 1. Other meta-analyses of the literature have attempted to report on flipped learning across all disciplines or single disciplines. Previous reviews report limited evidence of improved learning outcomes. 2. Seery’s (2015) review of flipped chemistry literature found an over reliance on content delivery through recorded lectures offered as pre-work.
- #13: inclusion and exclusion criteria were identified. This review uses similar criteria, including: time period (2012 – 2016), language (English), type of research (original article in a peer reviewed publication), study focus (students in a higher education setting studying a STEM discipline, both undergraduate and postgraduate), and literature focus (the overall theme relates to the flipped classroom approach).
- #14: This review found 15 studies used qualitative methods, eight studies used quantitative methods and 35 studies used mixed methods in their investigations and comparisons of flipped and traditional approaches.
- #20: concepts included: students taking a positive approach to learning (Long, Logan & Waugh, 2016), and ease of access to resources usually measured through instruments with Likert scale responses
- #21: concepts included: students taking a positive approach to learning (Long, Logan & Waugh, 2016), and ease of access to resources
- #22: concepts included: students taking a positive approach to learning (Long, Logan & Waugh, 2016), and ease of access to resources
- #23: concepts included: students taking a positive approach to learning (Long, Logan & Waugh, 2016), and ease of access to resources
- #24: concepts included: students taking a positive approach to learning (Long, Logan & Waugh, 2016), and ease of access to resources
- #26: How was engagement measured? includes increased attendance, motivation
- #30: 31 - improved grades or marks awarded
- #31: 10 - no SD Heyborne and Perrett (2016) also found that there was no statistical difference (SD) in performance gains even though there was a gain in student perception (of learning). They said their study was limited due to small sample size (n=139). Another study which found no significant change concluded “…, students who have been successful already are likely to continue being successful whether in a traditional or flipped classroom” (Hotle & Garrow, 2015, p.10).
- #32: one study found poorer achievement (Bossaer et al., 2016) However, the control in that study was not a traditional lecture but an interactive lecture
- #34: Yelamarthi and Drake (2015) found that whilst first year students struggled in the first few weeks, if they were supported through concept reinforcement during hands-on activities and timely feedback from the instructor, then in fact they were able to succeed in the flipped classroom.
- #35: Whilst this is not specifically a theme that emerged across the reviewed studies, it is noted her for its importance for future-focused learning.
- #36: If the development of these attributes in STEM students is being encouraged as evidenced in this review, then this is indeed a win for this approach to learning and teaching.
- #37: 11 years