Flipping: The Comfortability and Workable Aspects in Higher Education
Prema Gaikwad, Department of Education, Adventist International Institute of Advanced Studies, Philippines
Abstract: This study, conducted in an international graduate school in the Philippines, explored the
comfortability and workable aspects of a partially flipped doctoral class (of 13 participants, from 9
countries) in an education course for a term (8 weeks). Data was gathered through questionnaires (pre and
post flipping), journal entrees, and observations. Both quantitative and qualitative data analysis was carried
out to find any change in the perceptions on the comfortability and workability aspects of flipping. Findings
suggest a significant improvement in the comfortability aspect of flipping with no significant improvement
in the workability aspects. Participants appreciated the ownership and autonomy in learning and found the
follow-up to learning (in the classroom) more meaningful as they received support from peers and the
instructor.
This research study was motivated by the challenge that Reeves (1998) presented to educators more than a decade
ago. Reeves called for research-focused studies for “improving teaching and learning through media and technology
. . . . The purpose of such research is to improve, not to prove” (Executive section, p. 4). In the context of this study,
flipping was seen as a platform to experiment with both educator-suggested and learner-generated activities that
utilized media and technology in an andragogical setting.
Literature Review
Flipping as an educational tool is increasing in its popularity (Brinkley, 2012). Originally the brainchild of Jonathan
Bergmann and Aaron Sams (Information about the Flipped Classroom, n.d.) as a remedial strategy for students who
missed classes, flipping has been accepted as a regular classroom practice in a number of schools, colleges, and
universities. A typical model of flipping moves lecture material through online delivery, extends conversations out
of class through online discussions, and uses classroom time for applications and doing “homework” guided by the
instructor (Baker & Mentch, 2000) and supported by peers. The present study used the theoretical model suggested
by Gerstein (2011) where the two sides of the flipped class are identified as “educator-suggested” and “learnergenerated.”
Strayer’s (2007) study suggested future studies on exploration of the comfortability aspects of flipping. The present
study provides the view points of the participants in terms of comfortability as well as the technical (workability)
aspects of flipping in a higher education setting.
Methodology
Using a mixed method research design, this study examined the comfortability and workable aspects of flipping.
The 13 doctoral students in a class in education were the participants of the study. At the beginning of the course,
the participants took a pre-test on their perceptions on flipping. Throughout the term, selected segments of the
content were flipped; announcements about the subsequent flipped content were generally made a week before or
class period before flipping. The educator-prepared materials were the written lectures, powerpoints, and supportive
resources as posted on a course webpage (provided by the institution). Readings were assigned from textbooks and
the instructor-prepared course compendium. After studying these materials at home, the participants came prepared
for the learner-experienced classroom activities which included individual or group sessions such as report writing,
comparison matrix, group investigation, roundtable discussion and internet research. Online threaded discussions
were posted at the end of each unit (every 2-weeks, after 4 classes). Each of these learner-generated learning
activities was assessed. Participants used a reflective journal for recording their reactions to the learning
experiences at the end of every class. The instructor used a journal to enter the observation report of the learning
activities during flipping. A post-flipping questionnaire was administered at the end of the course.
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Data Analysis and Findings
Quantitative data from the questionnaires was analyzed using a t-test which facilitated the comparison of
participants’ perceptions on the comparability and workability aspects of flipping. Results, as shown in Figure 1,
indicates that there was a significant improvement in the comfortability aspect of flipping (p=.033) (based on a 1-3
Likert scale, where 1-1.67 indicated “disagree” and 1.68- 2. 33 indicated “not sure” and 2.34-3 indicated “agree”).
Perceptions on workability were not significantly different.
2.5
2.4
2.3
pretest
2.2
posttest
2.1
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comfortability
workability
Qualitative analysis of data revealed that participants
appreciated the ownership and autonomy in learning. Most
participants reported in their journals that the follow-up
activities of learning (in the classroom) became more
meaningful as they received support from peers and the
instructor. While group activities in classroom went
smoothly, instructor observations revealed that individual
activities had time-related problems (as some participants
needed more time to complete tasks than others).
Figure 1. Pre-and-post-test comparison of perceptions on comfortability and workability of flipping.
Discussion
The study points to a positive receptivity to flipping in higher education. While students accept flipping as an
appropriate tool for instruction, the procedural aspects of flipping need to be carefully implemented. If the entire
flipping schedule of the course is organized and communicated to students at the beginning of the course, and then
implemented as planned, students may consider them as more workable. Accommodating for completing individual
assignments in class need creative alternatives.
References
Baker, J. W., & Mentch, M. W. (2000). IMOWA curriculum materials. Retrieved from
http://www.imowa.org/curricula/flip/
Brinkley, K. (2012). Flipped Classrooms. Retrieved from http://tenntlc.utk.edu/2012/04/04/flipped-classrooms/
Gerstein, J. (2011). The flipped classroom model: A full picture. Retrieved from http://usergeneratededucation
.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/
Information about the flipped classroom. (n.d.). Retrieved August 15, 2012 from
httpas://sites.google.com/site/hms8thgradescience/flippedclassroom
Reeves, T.C. (1998). The impact of media and technology in schools. A research report prepared for the
Bertelsmann Foundation. Retrieved from http://treeves.coe.uga.edu
Strayer, J. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity
in a traditional classroom and a flip classroom that used an intelligent
tutoring system. An unpublished dissertation, University of Ohio. Retrieved from
etd.ohiolink.edu/view.cgi/Strayer%20Jeremy.pdf?osu1189523914
The flipped classroom. (2012). Retrieved from http://www.ecsu.edu/academics/offices/distanceeducation
/docs/Echo360_IssueBrief_TheFlippedClassroom.pdf
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