A research study from The University of Queensland School of Medicine, Ochsner Clinical School, New Orleans, LA

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The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos.

During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals:

  1. Allow the students to become critical thinkers
  2. Fully engage students and instructors
  3. Stimulate the development of a deep understanding of the material.

The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment.


When comparing the students taught by traditional methods to those taught in the flipped classroom model, saw a statistically significant increase in test scores in Rotation 2.

While the average score for the flipped classroom group increased in Rotation 3 on the obstetrics section, the difference was not statistically significant.

Unexpectedly, the average score on the gynecology portion of the multiple-choice question examination decreased among the flipped classroom group compared to the traditional teaching group, and this decrease was statistically significant.

For both the obstetrics and the gynecology portions, researchers found statistically significant increases in the scores for the flipped classroom group in both Rotation 2 and Rotation 3 compared to the traditional teaching group.

With the exception of the gynecology portion of the multiple-choice question examination in Rotation 3, we saw improvement in scores after the implementation of the flipped classroom.



The flipped classroom is a feasible and useful alternative to the traditional classroom. It is a method that embraces Generation Y’s need for active learning in a group setting while maintaining a traditional classroom method for introducing the information.

Tweet this! #FlipClass Embraces #GenY Need for Active Learning & Maintains Traditional Classrooms

Active learning increases student engagement and can lead to improved retention of material as demonstrated on standard examinations.

[sociallocker id=3591]DOWNLOAD the Study: Using Flipped Classroom To Bridge The Gap to Generation Y [5 page PDF][/sociallocker]

A randomized, controlled research study from the China Medical Board published this week found undergraduate medical students learned  principles of electrocardiogram better with a flipped-learning instructional model.


Interpreting an electrocardiogram (ECG) is not only one of the most important parts of clinical diagnostics but also one of the most difficult topics to teach and learn. In order to enable medical students to master ECG interpretation skills in a limited teaching period, the flipped teaching method has been recommended by previous research to improve teaching effect on undergraduate ECG learning.


A randomized controlled trial for ECG learning was conducted, involving 181 junior-year medical undergraduates using a flipped classroom as an experimental intervention, compared with Lecture-Based Learning (LBL) as a control group. All participants took an examination one week after the intervention by analysing 20 ECGs from actual clinical cases and submitting their ECG reports. A self-administered questionnaire was also used to evaluate the students’ attitudes, total learning time, and conditions under each teaching method.


The students in the experimental group scored significantly higher than the control group (8.72 ± 1.01 vs 8.03 ± 1.01, t = 4.549, P = 0.000) on ECG interpretation. The vast majority of the students in the flipped classroom group held positive attitudes toward the flipped classroom method and also supported LBL. There was no significant difference (4.07 ± 0.96 vs 4.16 ± 0.89, Z = − 0.948, P = 0.343) between the groups. Prior to class, the students in the flipped class group devoted significantly more time than those in the control group (42.33 ± 22.19 vs 30.55 ± 10.15, t = 4.586, P = 0.000), whereas after class, the time spent by the two groups were not significantly different (56.50 ± 46.80 vs 54.62 ± 31.77, t = 0.317, P = 0.752).

Flipped classroom teaching can improve medical students’ interest in learning and their self-learning abilities. It is an effective teaching model that needs to be further studied and promoted.

Friend or Foe? Flipped Classroom for Undergraduate Electrocardiogram Learning: a Randomized Controlled Study



Flipped Classroom (#Infographic)

The definition of BLENDED LEARNING is a formal education program in which a student learns at least in part through online-learning, with some element of student control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.

The Flipped Classroom is one approach to Blended Learning

The following Infographic on The Flipped Classroom is from Knewton (click for full-size)

flipped-classroom INFOGRAPHIC


More on Blended Learning & Flipping the Classroom:

About Knewton: https://www.knewton.com/

Knewton.com is the world’s most powerful adaptive learning engine. Knewton.com figures out what each student knows and how each student learns best, to pinpoint the type of content, level of difficulty, and which media format each student needs. Its technology can take any free open content, algorithmically calibrate it, and bundle it into a uniquely personalized lesson for each student at any moment.

Flipping the classroom might not be easy, but it puts higher ed students at the center of learning to promote better results.

Results of a survey of 1,089 Faculty Focus readers, between June 15, 2014, and July 20, 2014.

What’s a Flipped Classroom?

flipped-class-higher-edOne of the most interesting themes that emerged from this survey is the amount of confusion about what “flipped” means. Much of the contention about whether a flipped classroom leads to enhanced learning seems to point toward the different ways educators define or conceptualize it.

When asked to define/describe the flipped classroom in their own words, respondents varied in their description.
Some relied on the definitions related to leveraging technology (i.e., videos of lectures), while others described it in terms of active, student-centered, collaborative learning strategies.

The terminology and definitions are causing confusion, but most scholars and survey respondents seem to agree that active learning and student-centered learning approaches are the foundational principles of the flipped philosophy, and the value of this approach is that it can lead to enhanced student engagement, motivation, and learning, if done well.

Highlights from the 16-page report include:

  • More than two-thirds (69.5%) have tried flipping an activity, class, period, or course, and plan to do it again.
    Another 5.49% have tried flipping, but don’t plan to do it again.
  • Roughly one-third (31.8%) of those who have flipped did so within the past year.
  • The majority of faculty who have flipped rated the experience as positive for themselves (70.3%) and their students (64.8%).
  • The Tweet this! Top Reasons for Flipping include a desire to increase Student ENGAGEMENT (79.3%) and improve LEARNING (75.8%).
  • In terms of the actual benefits, nearly three-fourths did see greater student engagement (74.9%), while just over half saw evidence of improved student learning (54.66%).
  • More than 80% said students are more collaborative and 76.61% said they ask more questions, while almost half (48.75%) also noted some student resistance.
  • The most frequently reported barrier for faculty who want to try flipping is limited time. Nearly 70% said it was a very significant challenge (38.1%) or a significant challenge (31.61%).
  • Of those respondents who are not interested in flipped learning, 38.9% said they don’t know enough about it and 27.4% felt it was a fad.

#FlipClass puts #HigherEd students at the center of learning to promote better results.
Tweet Quote

Survey respondents sound off on pros and cons of flipping

“The lines have become blurred and people talk about flipped classroom in ways it was never originally designed. The technology-enhanced, non-rigorous flipped classroom should not be confused with research-based active learning pedagogies.”
– Associate professor at a four-year public institution

“It’s very dependent on how well students can be motivated to do the work outside class. When they’re not willing, it’s worse than traditional methods.”
– Instructor at a public, four-year Canadian research-intensive university

“Students in my face-to-face classes thrive on an active learning environment in which they are engaged in a variety of activities.”
– Adjunct professor at a two-year institution

“There is more work involved. It takes more preparation and more emotional energy to be this involved with students.”
– Instructor from a public, four-year institution

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See More: Blended Learning Videos


video in education KEVIN CORBETT

You know you can attract and engage students with video.

But here comes the tricky part. Your staff don’t. Let’s just say they’re not great with change.
They may even suck at it. They may frown and fold their arms and insist that you’re wrong, because the traditional way is right and it works and it doesn’t intimidate them.

Because that’s all it is. A little bit of fear. Some healthy caution. It’s natural.

They’re bound to be wary of taking a step or a leap in the way they teach, because what if it doesn’t work? What if the software messes up and the whole lesson plan goes to pot? What if it doesn’t engage the students and their grades drop?

No wonder they’re saying “No”.

But once they know the facts, once they know they can avoid and tackle these problems and once they know how easy it is to include a bit of video, they might just come around.

So here are a few points that’ll get your staff excited about adopting video:

It’ll Save Their Time (and boredom).

Your teachers will never have to do the same lecture twice.

No need to hear their own voices droning on about the same concepts in every term of every year, slowly dying inside.

If they film their lectures and share them on their learning management system (LMS), they can get students to watch them for homework and use class time for practical sessions, assessments and discussions. And they can keep the same videos for future groups, which means no more boring speeches.

And guess what!

The syllabus suddenly becomes way more engaging, not only for the students but for the teachers as well. Students have more time to voice their own opinions and debate the things they’ve learned. Jaded concepts become shiny and new.

Stephanie Butler Velegol, instructor in environmental engineering, started to flip her classes in 2010 and has never looked back. In an interview with Science Daily, she said, “There’s this saying that you can either be the ‘sage on the stage’ or the ‘guide on the side’. In a flipped classroom, anytime you do active learning, you’re moving yourself off the stage to a guide on the side, and to me, it’s more fun to build those relationships.”

Using video in this way also means teachers don’t have to repeat themselves or wait for slow writers to take notes. Instead, they can just upload the videos and transcripts onto their LMS, so students have all the information they need straight away.

For more info on how to flip your classroom, check out this flipping awesome practical guide.

Less Mess and Stress

This brings me onto my next point: By having all their key concepts recorded in video format, teachers escape the need to print, scan or photocopy notes and worksheets.

They can make videos of their slides or lectures or even get creative and show stories and animations. Regardless of their approach, it means they can share their videos with their students straight away and control the timespan of its availability. They’ll feel safe in the knowledge that their students can access all the course information without having to bombard them with paper resources.

This saves loads of money on printing and means teachers can avoid losing anything in an avalanche of paper. Instead, they can easily organize all their videos, transcripts and other class materials on your institution’s LMS and have an instant online backup.

Plus they can avoid the chore of scanning and photocopying. I mean, come on, who actually enjoys that?

Easy To Create

Your teachers may not want to incorporate video because they lack the confidence to use the software. They envision it to be techy and complicated, when it’s actually super simple. Let them know they don’t need to go fancy if they don’t want to. They can just film themselves lecturing using their own phones or tablets..

James Rolfe, Head of Science at Judgemeadow Community College said in an interview that he filmed experiments on his phone to show his students later: “They’re quick to make on an iPhone and we keep them short and really simple, but they’re so useful and can illustrate everything from how to measure current in a circuit to how to react a metal carbonate with acid.”

But there’s nothing holding your staff back from getting creative with their videos. They can include soundtrack and animations, subtitles and quizzes or even get Drama students to perform a script. They can incorporate video as a form of assessment or get students to make their own. This is a great way to increase student engagement and to let them demonstrate their understanding of the concepts they learn.

Their videos don’t even have to be long. In fact, the shorter they are, the better. Teaching a generation with an attention span shorter than a goldfish’s, you don’t want them to get bored or distracted.

The great thing about video is that it allows your teachers to get their points across so much quicker. Incorporating audio and visual elements (and text if they so choose), a 1­ minute video paints 1.8 million words. (Forrester Research).

So much faster than a lecture and just as effective. At least it was for Velegol, who found that her flipped classroom increased student engagement, self ­efficacy and motivation to learn.

Easy To Upload

What’s that you say? They’re still wary of using video software?

Don’t worry. I’ve got you covered. If you use an LMS like Blackboard, which has a vzaar video plug­in, teachers can upload their videos to share with staff and students in just a few clicks.

They can reach the plug­in straight from your Blackboard interface, which means they don’t have to get around any confusing external software. And to make your life even easier, we’ve made a short, step-­by-­step demo on how to use this plug­in.

So get your teachers to watch it. Show them how easy it is. They just need to try it out and they’ll love it in no time.

To make video integration even easier, download Vzaar’s free guide. Uncover the secrets to successful adoption, tips to get your teachers onboard and the tools you need to get started.


FIONNUALA BLAND from VZAAR.comGuest post by:  Fionnuala Bland
Fionnuala is an elearning enthusiast and content writer at @vzaar, the video hosting platform.