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Considerations When Evaluating the Classroom Flip Instructional Technique

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The Flipped College Classroom

Abstract

This chapter addresses the development of a strong formative evaluation piece—a necessity for strong course design. It discusses evaluating the impact that flipping has on teaching and student learning. The chapter also provides readers with an overview of a research-based approach to evaluation and describes what other sources of evidence might help one better understand the flipped classroom implementation. It concludes with concise summary of useful ideas and considerations, including ideas about making such research publishable.

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Notes

  1. 1.

    Instructional strategies whose efficacy is supported by research in education or psychology.

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Author information

Authors and Affiliations

  1. Pennsylvania State University, University Park, PA, USA

    Sarah E. Zappe & Thomas A. Litzinger

Authors
  1. Sarah E. Zappe
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  2. Thomas A. Litzinger
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Corresponding author

Correspondence to Sarah E. Zappe .

Editor information

Editors and Affiliations

  1. Georgia Southern University , STATESBORO, Georgia, USA

    Lucy Santos Green

  2. Northeastern Illinois University , CHICAGO, Illinois, USA

    Jennifer R. Banas

  3. Boise State University , BOISE, Idaho, USA

    Ross A. Perkins

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Zappe, S.E., Litzinger, T.A. (2017). Considerations When Evaluating the Classroom Flip Instructional Technique. In: Santos Green, L., Banas, J., Perkins, R. (eds) The Flipped College Classroom. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-319-41855-1_4

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  • DOI: https://doi.org/10.1007/978-3-319-41855-1_4

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-41853-7

  • Online ISBN: 978-3-319-41855-1

  • eBook Packages: EducationEducation (R0)

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