ABSTRACT
An innovation that has spread with amazing speed over the last few years is an approach called variously flipped learning, the flipped classroom, the inverted classroom, and active learning. In a flipped learning model, students come to class prepared to engage with lesson content. Cynthia Brame makes a strong point that a flipped classroom approach shifts the locale of lower and higher level thinking, as defined by Benjamin Bloom. In a review of 24 studies on flipped learning, Bishop and Verleger found that college student perceptions were consistently positive about the approach. In a study focusing on active learning at the college level, the author's found that a flipped classroom approach does not result in higher academic achievement than a traditional classroom. A survey instrument was used to compare student satisfaction, motivation, and performance of flipped and traditional learning approaches. In contrast, a great deal of research has been and is being done on student perceptions regarding flipped classroom approaches.
