2014/08/14 by Lakmal Abeysekera, Phillip Dawson · 2 citations
Computer Science · Social Sciences · #Innovative Teaching Methods #Online Learning and Analytics #Online and Blended Learning
paper · doi:10.1080/07294360.2014.934336
openalex publication_date 2014/08/14 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/03
Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach.