This paper examined different factors that contribute to the efficacy of flipped classrooms for students, focusing primarily on the degree to which students interacted with material outside of the classroom and their motivation for doing so. The researchers analyzed several different aspects of pre-recorded lectures, such as the length of the videos and their timing over the course of the semester. They also examined individual difference predictors among the students, primarily focusing on their attitudes towards flipped classroom learning and their goal orientations (GO), such as mastery GO (focusing on improving abilities) and performance GO (striving to demonstrate competence). The researchers used a series of surveys over the course of the semester to track student behavior and reactions to the material, and analyzed the data to look for interactions between the students’ behaviors and the individual difference predictors. The researchers found that the length of the video was negatively correlated with the amount of time students spent watching them, but that the effect of time during the semester was not significantly correlated with student behavior. The researchers also found that the different Goal Orientations did significantly impact behaviors: Mastery GO was positively related to watch time while Performance-Avoidance GO was negatively correlated to the amount of time students spent watching the lectures. They also found that individuals with Performance-Avoidance GO tended to watch less of the lectures as the semester progressed. In light of these findings, the researchers concluded that flipped classrooms would likely benefit from future research into individual differences of the students, such as conscientiousness, and efforts of professors to increase their students’ Mastery GO through communicating the value of the material or motivating/incentivizing students to watch the lectures. 

Individual Difference and Contextual Predictors of Flipped Classroom Behaviors and Reactions: A Longitudinal Investigation

collaboration support
- supports active learning during class time
- important because if students do not receive specific instructions on how to collaborate, they will not do it
- implementation-instructors can structure collaborative activities, students can build on their prior knowledge, and instructors can enhance the quality of the students' collaboration 

flipped classrooms 
- supports active learning before class 
- requires self-study 
- in some instances, replaces the whole lecture and in others, replaces a portion of the lecture 


Collaboration support vs. Flipped classrooms

- does adding flipped classroom methods increase effectivity as opposed to in-class collaboration support alone?
- hypothesis- the more active learning that one does before/during class, the better the learning outcome 

Unpacking "Active Learning" hypotheses/research questions

A study that uses quantitative and qualitative data to examine engineer students’ perspectives on a flipped classroom approach and investigate how students collaboratively solved problems during class time.

Student Perspectives on the Flipped-Classroom Approach and Collaborative Problem-Solving Process: Summary

In typical computer programming courses, instructors use class time to teach grammar and provide training. Despite this, students are often unable to create programs other than samples provided in class. This indicates class time is not being used effectively and more time is needed to create code while in class. In effort to resolve this problem, a flipped classroom approach was applied to a computer programming course.  

Collaborative Learning in Computer Programming Courses That Adopted the Flipped Classroom Summary

This research study sought to look at how the flipped classroom model of education could affect students' performance in classes as well as how well it affected their self-determination (autonomy, competence, relatedness). The study involved comparing a flipped classroom approach compared to the typical in-person class, to see if focusing on collaborative, interactive activities in class with help from the teacher might be better for learning. Through three classes (ICT, Algebra, and Humanities), each with their own experimental (flipped) and control (in-person) conditions, the study tried to answer three questions:
- did flipped classrooms improve learning outcomes?
- did it help with student satisfaction?
- what effects were there on self-determination for students? 

Investigating the Impact of Flipped Classroom on Students' Learning Experience: A Self-Determination Theory Approach

This study utilized two groups to determine the impact of the flipped classroom model. Both groups used collaborative learning in a course that was a part of a childhood teacher degree program. At the end of the study, collaborative learning appeared to be most useful in the flipped classroom group. 

Impact of the Flipped Classroom Model and Collaborative Learning in Childhood Teaching University Degree

•	Effects on learning

•	Student perspectives

•	Problem solving

•	Student collaboration


Michigan State University

University of Michigan - Ann Arbor

A blended learning approach that emphasizes engagement and active learning techniques. Provides opportunities for instructors to better help students overcome their personal barriers to learning. Flipped classrooms encourage creative thinking and create a flexible atmosphere for learning.

flipped classrooms

Focuses of research on flipped classrooms

References for flipped classrooms can be found in the child nodes below:

References for Flipped Classrooms 

This article described a research study regarding two flipped classrooms in order to answer the questions: did student collaboration affect motivation and learning outcomes and did student collaboration promote a better learning experience for a flipped classroom compared to a traditional one? The article gives a summary of a flipped classroom, where lectures and homework are done out of class so that in-class work is focused on class discussions and group work. The researchers observed two classrooms to see the effects of teamwork in student groups. Through a research survey, students gave their impressions regarding this style of education. 

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