The Flipped-Classroom Approach: The Answer to Future Learning?
Gila Kurtz et al.
THE FLIPPED-CLASSROOM APPROACH: THE ANSWER TO FUTURE
LEARNING?
Gila Kurtz [kurtzgila@gmail.com], Alexandr Tsimerman, Orna Steiner-Lavi, The College for Academic
Studies, 46 Ben Gurion St., Ramat Hasharon, Israel
Abstract
The study examines students’ assessments of the use of the flipped classroom approach in an
undergraduate course in the Business Department at the College for Academic Studies in Israel.
In its essence, learners prepare for classes by watching videos away from class, allowing the
classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a
questionnaire distributed toward the end of the course. The students reported that watching
videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a
lesser extent, they reported it increased their involvement in learning, understanding of the
learning material, and confidence in their ability to understand it. While acknowledging the
convenience of watching course videos between classes, however, the participants clearly
preferred to watch them in class. Multivariate analysis revealed that working students were less
positive about using the flipped-classroom approach than non-working students, female students
were more positive than male ones, and older students were more positive than younger ones.
Furthermore, the stronger the senses of having classmates nearby, the more positive the
participants were about the contribution of watching the videos.
Keywords: Flipped-classroom approach, Higher education, Improving classroom learning,
Educational videos
Introduction
The flipped-classroom model is a pedagogical approach that has become something of a
buzzword in the last recent years. In its essence, learners prepare for classes by watching videos
away from class, allowing the classroom encounter to focus on discussion, exercises, and
discourse on the basis of what students learned from the videos. The origin of the flippedclassroom approach is attributed to a number of researchers and teachers. For example, the
researcher Baker wrote about Classroom Flipping in a paper from 2000 described the evolution
of the classroom teacher from “the sage on the stage” to “the guide on the side” (Baker, 2000).
Also, the science teachers Bergmann and Sams started employing the flipped classroom model in
2007 (Noonoo, 2012). Later, Salman Khan, who in March 2011, on Ted Talk, introduced his
initiative for the development of short videos in mathematics. The idea was that students should
watch the videos before class, freeing the teacher to focus classroom time on discussion,
exercises, and helping those who have difficulty. At the present writing (August 2014), more than
2,600 clips have been produced on a range of topics in mathematics, biology, and physics, to
name only a few (https://www.khanacademy.org). Allowing students to watch videos before
class, at the time of their choosing, as often as they wish, and stopping wherever they feel
necessary, is revolutionary—a “flipping” of the traditional model of classroom learning. In this
new paradigm, the “lecture” is studied online and away from class and the “homework” is done
in class itself.
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Studying course content before a lesson in class is not a novel idea in education. According to the
traditional teaching model, students were and are still required to read materials in preparation for
class meetings. However, now that the online infrastructure and advanced technological
applications have been maturing, the dissemination of the flipped-classroom idea, based on
videos as learning media, has been advancing with greater celerity.
Studies show that videos have a major advantage over static photos because they provide more
information and can facilitate a deeper understanding of the contents presented (Al-Seghayer,
2001; Lewalter, 2003; Fletcher & Tobias, 2005; Mayer, 2005; Jukes, McCain & Crockett, 2010)
Furthermore, meta-analysis of studies on the integration of visual representations into learning
reveals that, even though there is no direct correlation between the use of videos in the learning
process and learners’ achievements, the memory retains learning material longer in video form
than in static content (Means et al., 2010).
By adding learning time outside the physical classroom, the flipped-classroom model offers the
possibility of expanding the learning process and intensifying students’ interaction with the
scholastic material (Anderson, 2010; Moore & Kearsley, 2005). Furthermore, the transfer of
responsibility for online study to a location away from the classroom promotes a sense of control
of the learning process and flexibility in carrying it out, both of which potentially enhancing the
student’s involvement and motivation (Moore & Kearsley, 2005; Palloff & Pratt, 2011;
Subrahmanyam & Šmahel, 2011; Brookfield, 2013; Morse, 2013; Bonk & Kahoo, 2014; Li et al.,
2014; Piersol, 2014; Selwyn, 2014).
Despite this salutary potential, possible negative implications of self-directed online study, away
from the classroom, should not be overlooked. In the absence of a facilitating teacher who
provides feedback, students may misunderstand the contents and feel burdened when studying
them. The lack of direct interaction with teacher and classmates, the sense of being alone, and the
loss of self-confidence in study may impair the personal learning process, subvert scholastic selfesteem, and cause frustration (Lee & Chan, 2001; Lim, 2002; Zhan & Mei, 2013). One variable
that attenuates these adverse effects is social presence, by which it is meant that learners who
strongly value the proximity of instructor and peers find this helpful to them in the learning
process. In particular, it helps them to perform online, away-from-class activities (Lomicka &
Lord, 2007).
The paucity of empirical research on the implications of using the flipped-classroom approach in
the educational learning process is what prompted us to conduct this study. The goal of the study
is to assess the attitudes of students who piloted the use of this approach in an undergraduate
course toward the learning process and the contribution of the flipped-classroom to this process.
It is hoped that this study will allow a deeper understanding of the implications of using the
flipped-classroom approach among students and help teachers who wish to add this approach to
their educational toolkit.
Purpose of the current study
The main purpose of this study is to examine students’ attitudes toward the implementation of
the flipped-classroom approach by soliciting their evaluation of (a) watching videos between
classes and its contribution to the learning process, and (b) the convenience of watching videos
between classes. We also investigated the relations between the students’ evaluation of the
contribution of the flipped-classroom approach, with their background characteristics and
feelings about the course and their self-assessment of their learning ability.
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The following research questions are derived from these elements:
1. How do students assess the contribution of the flipped-classroom approach to the
learning process and the watching of videos between classes as against the watching of
videos in class?
2. What are the relations between the assessment of the contribution of the flippedclassroom approach to the learning process and the students’ background characteristics,
feelings about having the lecturer and classmates nearby, and self-assessment of the
learning ability?
Research method
Course and participants
This study took place among undergraduate students from the Business Department at the
College for Academic Studies in Israel who were taking an elective course in their advanced
studies called “The Advertising and Media World in the 21st Century”. Forty-five students were
enrolled. The course, taught in weekly face-to-face classes over a thirteen-week period, concerns
itself with theory and performance of advertising and media and recent changes in the field. It
exposed students to the academic fundamentals and possible practical uses of advertising activity.
Students also learnt to assess the effects of advertising on consumer attitudes and study the
development of advertising strategy in all respects. In addition, they analyzed an advertising
campaign for a product of their choice and produced advertisements for diverse products.
The flipped-classroom approach was applied in the following way: before each class meeting, the
students were asked to watch a video lecture with a scholastic topic that would be discussed in
class. During the face-to-face meetings students were given the opportunity to link their online
video viewing with course materials presented in class by discussing events brought out from the
field by the lecturer and/or classmates. For this purpose, ten videos were developed by a
commercial firm in conjunction with a team from the College on the basis of the ADDIE
(Analyze, Design, Develop, Implement, Evaluate) learning design model. Each video lecture was
accompanied by an avatar of the course lecturer, using his real voice, and audiovisual
representations of contents. Each video was ten minutes long at the most, and the ten videos
were uploaded to YouTube for viewing. These video lectures are considered as a picture-in-picture
learning video type that displays an instructor’s image, instructor’s voice, lecture slides and
multiple multimedia elements. This technique combines a close-up of the instructor, which is
overplayed to the slides and/or animations and has a high degree of media richness that
ultimately can improve learning performance (Chen & Wu, 2015).
Altogether, forty-one students responded to the questionnaire (91% response rate). Most
respondents were women (80%). The respondents’ average age was 24 (SD= 1.7) and the
majority were employed—part-time (50%) or full-time (33%). The non-employed were a
minority (17%).
Measures
The research data were gathered by means of a questionnaire composed of twenty multiplechoice items that solicited students’ evaluation of the use of the flipped-classroom approach in
the course, self-assessment of their learning abilities, and their sense of closeness to the course
lecturer and classmates. In an open-ended item, the students were asked to describe in detail their
experience of watching of the videos between class meetings. A draft version of the questionnaire
was sent to several participants as a pilot for feedback; their remarks and suggestions were helpful
in developing the questionnaire in its final version.
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The questionnaire was divided into the following topics:
1. Introduction—explaining the purpose of the questionnaire, estimating the amount of time
needed to fill it in, and assuring the confidentiality of the findings.
2. Attitudes toward use of the flipped-classroom approach in the course—these items were
patterned after items from Meishar-Tal, Kurtz, and Pitterse (2012) and Kurtz (2013; 2014),
which investigated students’ attitudes toward the use of digital communication
technologies in academic courses, adapted to the current study.
3. Sense of having the course lecturer and classmates nearby—these items were based on
statements from the Teacher Student Relationship Inventory (TSRI) (Ang, 2005). In its
original form, the questionnaire asked teachers to report attitudes toward students. In the
current study, an adjustment was made for students to report about the course lecturer
and classmates: “If I have a problem in learning the course, I am likely to ask the lecturer
for help”; “If I have a problem in learning the course, I am likely to ask my classmates for
help”.
4. Assessment of learning ability—based on statements from Heatherton and Polivy (1991),
State Self-Esteem (SSES): “I feel that I have less scholastic ability right now than others”;
“I feel that I am having trouble understanding things that I read”; “I feel frustrated or
rattled about my performance” (Cronbach’s alpha = . 674).
5. Personal background characteristics and assessment of the course—age, gender, and
employment.
Data collection and statistical processing
The students filled in a hard-copy questionnaire during their last class meeting, on May 18, 2014.
The response data were keyed into SPSS-21 for statistical processing.
Findings
Research Question 1—How did students assess the contribution of the flippedclassroom approach to the learning process and to the watching of videos between
classes, as against the watching of videos in class?
At the beginning of the questionnaire, the students were asked about the extent and
characteristics of their watching of videos between classes. About half watched most or all of the
videos between classes; the others watched half or fewer in this manner. Thus, all respondents
experienced a learning activity that is attributed to the implementation of the flipped-classroom
approach.
The students were shown six items that tested their assessments of their watching of the videos
and its contribution to the learning process (Cronbach’s alpha = .856). Their responses (Table 1)
show that watching the videos contributes to the learning process in respect of all statements
examined: above all in amplifying interest, alleviating boredom, and enriching the learning activity
and, to a smaller extent, in involvement in learning, understanding the learning material, and
enhancing confidence in understanding it.
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Table 1: Students’ attitudes toward watching videos between classes (n= 41)
Items
Mean
Makes the learning more interesting Every 3-4 days
3.9
Alleviates boredom in study
3.7
Enriches the learning activity
3.7
Enhances my understanding of the learning material
3.6
Enhances my involvement in the learning
3.6
Enhances my confidence in understanding the learning material 3.4
Overall average
3.6
*Using a five-point Likert scale ranged from 1 (not at all) to 5 (very much).
SD
0.9
1.2
0.7
1.1
1.0
1.1
0.9
Watching videos between classes can take place anywhere that has an Internet connection and at
any time of day or night. This flexibility is perceived as an advantage of an asynchronic learning.
Another advantage of expanding the learning process to locations outside the classroom is the
possibility that it will intensify the process. Despite the obvious advantages of watching videos
between classes, however, the students in the course did not perceive these characteristics as
advantageous. On the contrary! The questionnaire items that investigated students’ preferences in
watching videos, the extent of convenience in watching them between classes, and their viewing
characteristics, show a clear preference for watching the course videos in class, in the presence of
the lecturer and their classmates, and not between classes (Mean=3.9, SD=1.3), despite the
acknowledged convenience of watching them between classes (Mean=3.5, SD= 1.2).
Furthermore, the preferred place to watch the videos was divided almost equally between home
(43%) and at the college (41%). Whereas most respondents (63%) watched videos alone, a
significant proportion (37%) reported having watched them together with classmates. Thus, quite
a few students preferred to limit their between-class learning to school premises (evidently, the
library) and to do it together with their peers.
The responses to the open-ended item, in which the students were asked to explain their
preferences in watching videos between classes or in class, reinforce the findings presented
above—showing a clear preference for watching videos in class:
Watching [videos] in class is more efficient than between classes because the lecturer explains
things that happen between the lines; between classes, we’d understand less and wouldn’t
know how things are related.
In class, you get additional explanation and focus on the videos; at home, you’re on your own.
It’s more convenient in class; participation and discussion among classmates helps to enrich
the knowledge, unlike watching [the videos] between classes.
In class, things are discussed and explained. At home, you only see and you don’t always get
the message.
The lecturer’s explanation and hearing the views of people in class helps you to understand
what you hear in the video.
In class, there’s a discussion about the video that helps you to understand the contents, gives
you additional views about the topic, and helps you understanding the course.
The absence of a lecturer who guides and stewards the learning process is the main reason for
the students’ aversion to watching the videos away from class:
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It’s more convenient for me to watch videos at home, where it’s quiet, but in class it also
contributes a great deal to me because the lecturer occasionally stops the video and explains
and asks questions.
It should be noted that during the classroom sessions, the students watched a number of videos
that were chosen by the instructor and were relevant to the course topics. This fact provides the
desired anchor for comparison of watching videos between classes, as against watching videos in
class.
Research Question 2— What are the relations between the assessment of the
contribution of the flipped-classroom approach to the learning process and the
students’ background characteristics, feelings about having the lecturer and
classmates nearby, and self-assessment of the learning ability?
To answer, a multivariate regression analysis was carried out. The dependent variable was an
index of students’ positions on the contribution to the learning process of watching videos
between classes. The independent variables were:
•
•
background characteristics—employment, gender, age;
attitudes toward learning—sense of having lecturer and classmates nearby, selfassessment of learning ability.
Table 2: Multivariate regression for prediction of attitudes toward contribution of watching videos
between classes (n= 41)
Variable
Employment
Gender
Age
Having classmates nearby
Having lecturer nearby
Assessment of learning abilities
R square
Adjusted R square
F
*p<.05 **p<.1
B
-.52
.53
.03
.19
.09
-.02
SE B
.16
.30
.08
.13
.12
.18
.34
.21
2.68*
Β
-.52*
.33**
.07**
.24**
.11
-.01
As shown in Table 2, the independent variables explain, in the aggregate, 34% of the variance in
students’ attitudes toward the contribution to learning of watching videos between classes. The
first significant explanatory variable in the multivariate analysis is employment: non-working
students have a more favourable view on watching videos between classes than working ones
(Means: 3.70 and 3.35; SDs: 0.27 and 0.15, respectively; Cohen’s d = 1.63). To explain this
finding, one may note that working students (full-time or part-time) have less time for awayfrom-class study than non-working students.
The second variable in the analysis, although smaller in the effect size than the employment
variable, is gender. Women (80% of participants) are more favourably disposed to watching
videos between classes than men (Means: 3.73 and 3.37; SDs: 0.68 and 0.93, respectively; Cohen’s
d = 0.44). This reinforces findings in other studies showing that women prefer a-synchronous
online study because it allows them to balance family and scholastic commitments more easily
(Müller, 2008).
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Next, a partial correlation between the assessment of watching videos between classes and the
variable of employment, controlling for the gender variable, was calculated. The result shows that
gender is a mediating variable that, when present, attenuates the bivariate correlation between
employment and assessment of watching videos between classes (r=-0.469, p<0.05). After the
gender variable is controlled for, the partial correlation remains significant but weaker (0.414,
p<0.05).
Age is the third background variable that explains the dependent variable. Its effect is positive,
i.e., the older a student is, the more favourably he or she views the contribution of watching
videos between classes. A possible explanation for this finding is that as people age they realize
that the learning process is enriched and intensified when expanded beyond the classroom.
The sense of having classmates nearby also contributes positively to explaining the dependent
variable; it is also the only significant variable in the multivariate analysis that investigates
attitudes toward learning. Thus, the more a respondent values having classmates nearby, the
more positively he or she assesses the contribution of watching videos between classes. This
finding dovetails with previous studies that found that the stronger a student’s sense of
partnership with classmates in a learning community, the more favourably he or she assesses the
learning process (Anderson, 2003; Moore & Kearsley, 2005). To explain the result obtained, it is
proposed that the students consider it possible to avail themselves of classmates if they have
difficulty in understanding the video contents.
Notably, the sense of having the lecturer nearby and self-evaluation of learning ability did not
contribute significantly to predicting the dependent variable. If so, the assessment of the
contribution of using the flipped-classroom approach is not affected by personal feelings and
assessments such as having the lecturer nearby and learning abilities.
Conclusions and discussion
The purpose of this study was to investigate, from the perspective of students, the implications
of applying the flipped-classroom approach in an undergraduate course. A learning process such
as the flipped classroom forces students to invest time in independent self-study away from class.
In this research, they had to watch videos that included learning contents developed specifically
for the course in order to prepare for the classroom activity.
Broadening the temporal and locational frame of study has both positive and negative
implications: greater flexibility in study due to the choice of time and place for study (Moore &
Kearsley, 2005; Palloff & Pratt, 2011; Subrahmanyam & Šmahel 2011; Brookfield, 2013; Bonk &
Kahoo, 2014; Li et al., 2014; Selwyn, 2014) versus possible lack of confidence and frustration due
to the absence of a guiding and helpful instructor in understanding the course contents (Lee &
Chan, 2001; Lim, 2002; Zhan & Mei, 2013). Although the respondents appreciated the
convenience of watching videos at the time and place of their choosing, most preferred to watch
the videos at school and with their classmates—possibly to help each other and to marshal
important peer support in the online learning process (Hirumi, 2006; Kurtz, 2014). Furthermore,
it was found that the more important they felt it to have classmates nearby, the more strongly
they believed that watching the videos made a contribution. Based on the literature, it might be
that watching together promotes the sense of belonging to a learning community, and eventually
contributing to the learning process (Anderson, 2003; Moore & Kearsley, 2005; Li et al., 2014).
The students clearly preferred to watch the videos in class, together with the lecturer. The
absence of a lecturer who guides and stewards the learning process was the main rationale for this
preference. This finding is in-line with Griffin et al. (2009) who found that the synchronous
mode is superior to the asynchronous mode in terms of pedagogical benefits. Another possible
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explanation for viewing in class is that it alleviates the burden of studies and makes less study
time necessary. The multivariate analysis provided evidence for this by showing that non-working
students were more favourably disposed than working students to the use of the flipped
classroom manner. Additionally, however, it was found that women students had a more positive
view of the technique than male students did. A possible reason for women’s preference of an
asynchronic online activity is that it gives them flexibility in balancing family and scholastic
responsibilities (Müller, 2008). Finally, older students were more likely than younger ones to
favour the flipped classroom approach. A possible explanation is that as people age they realize
that the learning process is enriched and intensified when it is expanded beyond the classroom.
The findings support the assessment of the contribution of videos as a visual learning medium
(Jukes, McCain & Crockett, 2010; Levi-Atzmon, 2014). In the respondents’ judgment, watching
videos between classes abetted learning in the senses of amplifying interest, alleviating boredom,
and enriching the learning process, and, to a lesser extent, as enhancing involvement in the
learning, understanding of the learning material, and confidence in understanding it. A partial
explanation of these findings is rooted in the lack of immediate ways to interact with the
instructor, who may play a helping and guiding role in the learning process (Anderson, 2003).
To conclude, implementation of the flipped-classroom approach definitely poses a challenge to
educators who are unaccustomed to away-from-class teaching or learning. The results of this
study show that the mere assurance of temporal and locational flexibility in the study of visual
scholastic contents, such as video films, may not attain its goal unless lecturer and classmates are
available for interaction. Ways to provide learners with online help and support away from class,
in real-time or time-delayed, should be examined. Proper implementation of the flippedclassroom approach may be helpful in developing an independent and active learner, one
involved in the twenty-first century knowledge-based society.
Limitation and future research
This study has certain limitations that should be considered for further research. First, its small
sample (N = 41) limits its generalizability even to other courses. Readers may need to interpret
the results carefully because this study is context-specific and involves a limited sample. It is clear
that the authors do not intend to generalize these results to a wider population. However, the
participants offered food for thought, providing both positive and negative attitudes toward the
implementation of the flipped classroom approach as a legitimate learning method alongside the
class meetings.
Despite the limited sample, the research data provides a different view point on the flipped
classroom approach while implementing it with undergraduate students in an academic
institution. It presents the need to explore and provide a better understanding of this approach
that was examined so far mainly in k-12 settings or among students other than business students.
In future research, it is vital to extend this type of research to include representative groups of
students who differ in their phase of study, individual characteristics, and learning content. Also,
it would be helpful to study the effects of the flipped classroom approach on students’ learning
achievements and satisfaction. Moreover, it may be of interest to examine different types of
course-videos (e.g., self-produced vs. off the shelf) and their impact on the learning process.
Another possible direction is to examine these factors from a qualitative perspective to gain a
more in-depth understanding on students’ attitudes.
Finally, it is hoped that this research will provoke and encourage new thinking and new practices
in the educational field with the use of the flipped classroom approach as a learning-teaching
tool.
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