Annotated Bibliography
Katherine M. O’Neill
Liberty University
Author Note
Completed as a part of INDS 600
Running head: Annotated Bibliography 1
ANNOTATED BIBLIOGRAPHY 2
Areas of Study
The areas of study are Education and History.
Research Question:
How will a flipped classroom improve student engagement and success in a social
science classroom?
ANNOTATED BIBLIOGRAPHY 3
Annotated Bibliography
Abeysekera , L., & Dawson , P. (2015). Motivation and cognitive load in the flipped classroom:
definition, rationale and a call for research. Higher Education Research & Development,
34(1), 1-14.
This article builds a reasoned argument that flipped approaches improve student
motivation and help manage the course load. In its conclusion, the article calls for more
specific types of research into the effectiveness of the flipped classroom approach. This
article is important to my research because it shows the need for more research into a
flipped classroom at different levels of education. Additionally, this article looks back to
see what came before and then attempts to fit the flipped classroom into one of those
categories. "In this article we synthesise a definition of the flipped classroom from the
scholarly and popular literature, and analyse the rationale for this approach against
theories of motivation and cognitive load." This set of researchers show the need for
more research into a flipped classroom as well as a set of common vocabulary. This
article is a survey of the research considering a flipped classroom.
AL-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through
social learning platforms on higher education studetns' creative learning. Britihs Journal
of Educational technology, 1133-1148.
This study shows how the use of a flipped classroom increased student engagement and
creativity. The findings of this study suggested that the flipped classroom promotes
students' creativity, especially with regard to fluency, flexibility and novelty. The authors
used a mixed method approach of students at a university in Saudi Arabia. In this
research, the control group was exposed to a traditional lecture and method. The other
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group experienced a flipped classroom. Additionally, both sets of students were
administered a survey about the class. The research showed that students in the flipped
classroom appeared to perform better. However, one of the hinderances was that the pre-
class preparation of the students did inhibit the success of the flipped classroom
experience. Further, this article calls for more research into a flipped classroom.
Bernsen, Daniel. "Inverting the History Classroom–A First-Hand Report." In The Inverted
Classroom Model: The 2nd German ICM-Conference–Proceedings. Walter de Gruyter,
2013.
This conference report was given in Germany about the inverted classroom model, also
know as the flipped classroom model. This report came from a teacher who flipped a
history classroom. The author spoke of successes and failures. Too often the students
experienced technology failures more than student failures. In the beginning, the use of
technology was not as widespread as it is currently. This lack of technology often made
the flipping difficult. As technology became more accessible, the flipped classroom
became more a an actual tool to be used by teachers. Further, this instructor showed
other history teachers how to flip their classroom. The conference ended due to a lack of
interest by others.
Berrett, D. (2012). How 'Flipping' The Classroom Can Improve the Traditional Lecture. The
Chronicle of Higher Education, 1-14.
This article helps someone who traditionally leans toward lecture see how flipping a
classroom can help student engagement and success. It further shows how this approach
will help with large student-teacher ratios. Additionally, this research shows how
university students are enabled to review material at their own pace by the employment
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of a flipped classroom. Further, according to this article, a flipped classroom has the
ability to help students attain knowledge on the first presentation because the student can
move through the material at their own pace. The traditional lecture does not have the
pause button that a recorded presentation has. This research shows that the ability to
move at their own pace, the students are able to maintain the information on the first pass.
This creates a situation where the students can be successful.
Bishop, J. L., & Verleger, M. A. (2013). A Flipped Classroom: A Survey of Research. 120th
ASEE Annual Conference & Exposition (pp. 1-18). Atlanta: American Society of
Engineering Education.
This conference presentation shows how a flipped classroom is actually an
interdisciplinary effort. It represents a unique combination of learning theories once
thought to be incompatible. The crossing of active, problem-based learning activities
founded upon a constructivist ideology and instructional lectures derived from direct
instruction methods founded upon behaviorist principles. The researchers complied the
completed and ongoing research into a flipped classroom. The authors then synthesized
the research into a comprehensive presentation at a conference. This presentation
brought to light the technological advances that allow a flipped classroom to be effective.
These technology advances allow students to take steps to keep learning even when its
difficult for them. With technology, the student can pause a presentation and come back
to the presentation when ready. This allows for students who suffer from attention-deficit
to become successful.
Coan, A. (2016). Flipped Classroom Tech Teaching. Library Journal, 32-35.
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This article shows the success and failures of the application of a flipped classroom on
technological learning. According to the author, the success rate for students in a fully
flipped classroom is between two and ten percent. This contradicts other claims of more
than seventy percent success in other articles. The author recommends the usage of a
blended classroom over a flipped classroom. In a blended classroom, there are aspects of
a traditional and a flipped classroom. According to the author, requiring students to meet
in a online classroom meeting place, like Google hangouts, helps the students stay on
time and on task. Further, the students were less likely to quit the class if there was a
traditional setting in an online setting.
El Miedany,, Y., & El Miedany, Y. (2019). Flipped Learning. Rheumatology Teaching, 285–303.
This excerpt from a book shows how using a flipped classroom approach frees up time to
explore the subject deeper within a class setting. This is a book of the stories of both
success and failure. " The approach also facilitates collaborative working between
students, with increase in student engagement and a shift from passive listening to active
learning." The movement from passive to active learning creates a system for all students
to be successful. Further, the authors show that in order to flip a classroom an instructor
must be willing to put in the necessary time and effort to create the necessary teaching
tools for a flipped classroom. The argument offered is that a flipped classroom will bring
education into the present and align it with the global needs.
Flumerfelt, S., & Green, G. (2013). Using Lean in the Flipped Classroom for At-Risk Students.
Educational Techonology & Society, 356-366.
This article looks at educations search for improved methods of instructional practice and
technology. This article delves into a instructional practice in addition to flipping called
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Lean. The author argues that more than just a flipped classroom is necessary in order to
achieve higher levels of student engagement and success. Additionally, the researcher
call for more research into a flipped classroom as it pertains to the millennial generation.
The author also states that a teacher cannot just become complacent and must work to
improve their craft at all levels. Further, the author claims that with the upcoming
technological advances, students must be taught how to interact with the advancements
and how to think critically. Teachers must also keep up with the technology advances.
The researcher states " Lean is defined as an approach that requires the commitment of
the technical, social and human capital of an organization to continuous improvement for
the purpose of identifying distinct ways to create value as determined by the customer
and to eliminate waste based on thoughtful examination of its root causes." The
argument is that both will contribute to student engagement and success.
Gaughan, J. J. (2014). The Flipped Classroom in World History. The History Teacher, 221-224.
This article details a university attempt at flipping a world history class. This is the
professor’s details of using primary sources in the classroom and video lectures for pre-
class activities. The methodology used was pre-recorded videos followed by in-class
discussion at a university level. According to the professor, " The purpose of the content-
based videos is to provide students with enough information so that they can engage
intelligently with the primary sources." The engagement for the students moves from
passive learning to active learning. A mixed method approach was used. In this, the
researcher used data from exams as well as a survey to determine how well this
experiment worked or did not work. This is one of the few ventures into a social science
with a flipped classroom approach.
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Gross, D., Pietri, E. S., Anderson, G., Noyano-amihort, K., & Graham, M. J. (2015). Increased
Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom.
Life Sciences Education, 1-8.
This is a look at how flipping a classroom can lead to improvements caused by active
learning rather than the actual flipping of the classroom. This article shows how effective
the flipping of a classroom can be for lower achieving and female students at the
university level. The researchers used a mixed method approach. Additionally, the
researchers used one class as a control group. Then over a five-year period, the results
were aggregated to determine if a flipped classroom was actually successful. Further, all
of the course was taught by the same instructor using very similar in-class slide
presentations for the standard course and similar activities for the flipped course.
Example problems solved in class by the instructor in the standard course were adapted
for peer–peer activities in the flipped-format course. The researchers concluded that "
students are exposed to a wider variety of learning tools that allow them to better exploit
their learning styles." This article also calls for mor research into a flipped classroom.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. M. (2013). A Review of Flipped
Learning. Boston, MA: Pearson.
This is a comprehensive study of the original literature focusing on a Flipped classroom.
This literature review begins by defining what a flipped classroom is and moves into a
call for more research. According to the authors, "By flipping the classroom, an
instructor intentionally designs a flexible experience to engage students in asynchronous
online learning followed by synchronous active learning during a scheduled class time."
This claim show that students learn at twice the rate of students in a traditional setting.
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Further, Bloom’s Taxonomy is a useful framework for determining which thinking skills
to teach online and which to teach in-person in a flipped environment. A teacher might
reasonably expect students to be able to learn, recall, and comprehend the subject matter
at a basic level online. Then, use higher order thinking skills to apply, analyze, evaluate,
and create new material in the synchronous classroom where the teacher is present.
Hawks, S. J. (2014). The Flipped Classroom: Now or Never? Education News, 265-269.
This is the search for flipped methodology at the university level. The flipped classroom
is a pedagogical model that employs video lectures, reading assignments, practice
problems, and other digital, technology-based resources outside the classroom, and
interactive, group-based, problem-solving activities in the classroom. This author claims
that the success of the students is in the rate of a twenty-five to thirty-five percent range.
While the results seem astounding, the researcher cautions the flipped classroom
practitioner to be aware of false positives. The author claims that the success can be an
increase in teacher attention to the minute details of the material. The Now or Never
also show the difference between the old guard of the traditional lecture who will never
change and the new guard who are seeking new and innovative ways to engage students.
Jensen, J. L., Kummer, T. A., & d. M. Godoy, P. D. (2017). Improvements from a Flipped
Classroom May Simply be the Fruits of Active Learning. Life Sciences Education, 1-12.
This research concludes that the flipped classroom does not result in higher learning
gains or better attitudes compared with the traditional classroom. There was no
difference in either setting when both utilize an active-learning, constructivist approach.
The authors propose that learning gains are most likely a result of the active-learning
style of instruction rather than the flipped classroom. This author also shows how a
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flipped classroom model has been limited to only the sciences or mathematics, with very
few ventures into other areas of study. Additionally, the author claims, "In the Flipped
Learning model, teachers shift direct learning out of the large group learning space and
move it into the individual learning space, with the help of one of several technologies."
This change gives the student the individualized attention that often on its own will help
the student become more engages and therefore more successful.
Lo, Chung Kwan. (2017). Toward a Flipped Classroom Instructional Model for History
education: A Call for Research.
This author shows the need for more research into a flipped classroom in a history or social
science classroom. There is very little research into this phenomena, and therefore, this
author calls on others to research, investigate, and publish about a flipped classroom in a
history classroom. Additionally, the work shows that as of this work, there was only five
article about the flipped classroom at the time of the research. The researcher is a
mathematician from Hong Kong, who vividly shows that the history classes lend
themselves to boredom and disengagement. The article challenges those in the history
profession to find ways to flip their classroom and engage the students in a study of
history.
Long, T., Logan, J., & Waugh, M. (2016). Students' Perceptions of the Value of Using Videos as
a Pre-Class Learning Experience in the Flipped Classoom. Association for Education
Communications & Technology, 245-252.
This article shows student attitudes and changes in those attitudes over the course of the
action research. This research was again at the university level. This researcher looked
at a flipped classroom from a student's point of view. The findings from this study
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showed that students had positive attitudes towards using pre-class videos in the flipped
classroom. Students had different views of the four types of pre-class learning materials
used in the studied course. Students’ attitudes and preferences on pre-class learning
materials did not differ across class levels, major fields, or previous experience of
learning via videos. Students suggested that pre-class videos should be kept short and
engaging. This study shows that students tend to prefer a hands-on class experience.
This preference must be taken into account when constructing lessons for students.
McLean, S., Attardi,, S., Faden, L., & Goldszmid, M. (2016). Flipped classrooms and student
learning: Not just surface gains. Advances in Physiology Education, 40(1), 47–55.
While most of the research focuses on student preferences and comparative learning
outcomes, this article claims that there remains a lack of understanding regarding its
impact on students' approaches to learning. This is for the study of medicine. This
research showed that a flipped classroom in a medical studies classroom was more
effective that the traditional setting. A mixed method approach was used. Besides text
scores, the students were admitted a Likert scale survey at the beginning, in the middle,
and at the end of the class. All of the results showed that a flipped classroom when fully
employed was able to increase student engagement and success. The idea that a flipped
classroom is more productive than a traditional setting can only lead to the need for more
research into a flipped classroom. The authors also call for more research and more
action research into the flipped classroom approach to teaching.
Mehring, J. (2018). The Flipped Classroom. In J. Mehring, & A. Leis, Innovations in Flipping
the Language Classroom. Singapore: Springer.
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This chapter in a larger book show how to adapt a flipped environment for foreign
language instruction. This sets the stage for expanding a flipped classroom into other
disciplines. This lays the foundations for the need for flipped classrooms in foreign
language classes. Additionally, this explains why there is a need to use technology while
engaged in the education of millennials. The author recalls that millennials are more
connected to technology than any generation before this one. With teachers using
technology, a flipped classroom just makes sense to the author. From its humble
beginnings in a science classroom in Colorado, a flipped classroom has become a buzz
word and a means of success for students.
Merriam-Webster, Incorporated. (2020). History. Retrieved January 21, 2020, from Merriam-
Webster DIctionary: https://www.merriam-webster.com/dictionary/history
This is the dictionary used to find definitions of words.
Mills, G. (2014). Action Research: A Guide for the Teacher Researcher. Boston, MA: Pearson.
This guide helps move the research from the theoretical and into the practical. This is a
step-by-step plan for moving research into action. In Action Research, the researcher is
the teacher within the classroom. This book helps a researcher become aware of bias and
aware of the feasibility of the research. The text positions action research as a
fundamental component of teaching. The teacher in the classroom must improve their
craft in order to be able to help students become more critical thinkers and be able to
survive in the shrinking world. Throughout the text, the author offers the reader a
research scenario that helps to position him or her around the theme of the chapter and
context of the research phase. This helps to alleviate some of the anxiety students of
action research may experience as they begin each aspect of the action research process.
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Daniel Murphree (2015) Flipping the History Classroom with an Embedded Writing Consultant:
Synthesizing Inverted and WAC Paradigms in a University History Survey Course, The
Social Studies, 106:5, 218-225
A flipped classroom used with another technique increases student success, according to this
author. This study looks at using a flipped classroom in conjunction with an Embedded Writing
Center. An embedded writing consultant is a consultant program that pairs experienced graduate
and undergraduate writing consultants with courses in a variety of disciplines. By merging these
two tools, the teachers were able to help the students become more engaged and successful. The
researcher used a mixed method approach. This research is important because there is little
research into a flipped classroom in a social science classroom at the univeristy level, much less
at a high school level.
Nematollahi, S., St. John, P. A., & Adamas-Rappaport, W. J. (2015). Lessons Learned with a
Flipped Classroom. Medical Education, 1143-1144.
This article shows the practical side of a flipped classroom in a medical student setting.
This shows both the failures and the successes. This research is a case-oriented study.
The students were given a case to solved in a computer science undergraduate level
course. These students then wrestled with the case until they came to a conclusion. A
mixed method approach was used. The students were graded on quizzes given and on the
final product. Additionally, the researchers explained what worked well in their attempt
at a flipped classroom, as well as the failures encountered. The authors retell that the
knowledge acquired from the failures far exceeded what was learned from the successes.
In this learning, the authors devised a new plan to attempt a flipped classroom in the
future.
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Song, Y., & Kapur, M. (2016). How to Flip the Classroom - "Productive Failure or Traditional
Flipped Classroom". Journal of Educational Technology & Society, 292-305.
Productive failure is a version of a flipped classroom that saw success in a secondary
math class in Singapore. This article shows how students responded to the in-class
presentation using hands on methods first. Different from the flipped classroom where
students are provided video clips with new concepts and associated procedures to review
at home before solving problems in class, the "productive failure" pedagogical design in
the flipped classroom worked the other way around. Supported by mobile technologies,
students explored, discussed and solved problems related to the new concepts first in
class even though they might come across failures, followed by consolidating the
concepts and associated procedures using video clips at home. With the Productive
Failure pedagogy, the students are presented with a problem in the classroom before
being exposed to any of the learning material.
Talley, C. P., & Scherer, S. (2017). The Enhanced Flipped Classroom: Increasing Academic
Performance with Student-Recorded Lectures and Practice Testing in a "Flipped" STEM
Course. The Journal of Negro Education, 339-347.
This research looks into a flipped classroom at the university level for psychology classes
at a Historically Black College or University. The research asserts the claim that the
students increased engagement and academic success. In this study, the students created
the videos on a portion of the lesson to be viewed by other students. GPAs and the results
of exams were used in addition to surveys administered to the students. The results were
used and showed that using practice tests and self-grading helped the students acquire the
material in a flipped classroom setting. The students were more successful in the use of a
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flipped classroom because the students felt empowered in their own learning.
Additionally, the students were able to hold themselves and other classmates accountable.
The increased time and engagement resulted in improved performance on the midterm
and final exams. Students also appreciated the flexibility of accessing course material on
various mobile devices, particularly their phones. Introducing learning techniques, as a
part of a STEM course, has the potential to improve African American STEM student
retention, especially if the techniques were reinforced in other STEM courses.
Westerman, E. B. (2015). Half-Flipped Classroom or an Alternative Approach? Primary Sources
and Blended Learning. Educational Reserach Quarterly, 43-57.
This paper offers an alternative to a complete flip of a classroom. A blended classroom
has the best of both worlds. This is halfway between a traditional classroom and a
flipped classroom setting. With respect to flipping the history classroom, this paper
offers the results from an upper division history course in which historical primary
sources were introduced in the on-line portion of a hybrid class. The use of the primary
sources also included a collaborative technique, since students collaborated by sharing
their thoughts prior to class and the start of the class incorporated a student-centered
collaborative exercise based on the primary sources. The students worked with videos
and primary sources to gain a deeper understanding of the course material. The results
showed that a blended classroom could be more successful than a flipped classroom, but
more research is needed.
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Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields
of study. International Review of Research in Open and Distance Learning, 17(3), 313–
340.
This article shows how a flipped classroom is actually an interdisciplinary approach to
teaching. This gives hope for other disciplines to follow into the flipped classroom arena.
At the beginning, the research looks into the explosion of technology on the educational
scene. The authors used a mixed method approach in this research. The literature
review showed that a variety of techniques were used in flipping a classroom. The
research shows that a flipping a classroom comes in many varieties and in many avenues.
The flipped classroom also benefited students academically and motivationally, the
students could study at their own paces and feel confident during interactive learning
activities in the class. In other words, this learning instruction has contributed to students’
learning achievement, motivation, engagement, and interaction. Further, the authors
show a need for more research into a flipped classroom.
