The fallacy of evaluating “the flipped class”
Posted: April 28, 2014 on Jung's Biology Blog
In nearly 30 years of teaching, I can’t recall another teaching innovation that has aroused such interest and rapid adoption among college faculty as the “flipped” class. Somewhat belatedly, we are now seeing studies to test whether the flipped class is effective at the college level, and how it affects student learning. For advocates and early adopters of the flip, the early report on Slate from ongoing studies at Harvey Mudd are disappointing. The flipped class appears to have no significant effect, for better or worse, on student learning.
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