-  The data in this FC study is almost exclusively self-reported 
-  The population is a small-scale 

-  FC may fail due to monotonous and impersonal video lectures
-  Not having access to computers or the internet is a known barrier in flipped classrooms

University of Michigan - Ann Arbor

Roux, I. L., Nagel, L. (2018). Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens. International Journal of Educational Technology in Higher Education, 15(1). doi:10.1186/s41239-018-0098-x

Seeking the best blend for deep learning in a flipped classroom – viewing student perceptions through the Community of Inquiry lens (2018)

The intersecting three-presence framework, consisting of Social, Teaching and Cognitive Presences, that represented all the important activities in an educational experience.  

Community of Inquiry Framework

-  Some of the unique characteristics of the educational videos contributed to learning: resources were integrated, organized the theory, highlighted what was important, provided summaries, supplemented the textbook with explanations and illustrated through relevant examples are the result of Teaching Presence, in the instructional design and organization function. 
-  Students who were not prepared were unable to answer the questions could not contribute to the subsequent group discussions and could not pose questions or clarify misunderstandings during discussions and reflection. After the first seminar, all students arrived suitably prepared for the class. 
-  No correlation between student grades and video access behavior, suggesting that it was a personalized activity that reflected students’ individual learning preferences, within their personal circumstances. 
-  Bb trace data in both cohorts indicated that the dates and frequency of accessing videos and slides were practically identical, suggesting that they were studied together.

How did the flipped classroom contribute to learning? 

-  Providing only lectures, or video recordings of lectures, risks leaving students behind with cognitive gaps and misunderstandings if they cannot ask questions (Teaching Presence). 
-  The quality of deep learning depends on the quality of facilitation in the seminar, mediated by Social Presence. 
-  Seminars in the collaborative space fostered deep learning of the theory, and enabled students to apply the prepared theory in case studies and solve problems. Integration and particularly Resolution in Cognitive Presence of CoI featured in the seminars, while Social Presence was the weakest.
-  The most salient contribution of the seminars was Cognitive and Teaching Presence, with some Social Presence implied, confirming the importance of constructivist pedagogy to achieve deep applied learning. 

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