The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.
Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research
Open accessAbstract
Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach.
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Cites
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The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
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MethodSelf-determination theory: A macrotheory of human motivation, development, and health
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“Meta-analysis by Richardson, Abraham, and Bond (2012) found characteristics we associate with active learning, such as conscientiousness, concentration and a deep approach to learning, to have a positive impact on student achievement, whereas characteristics we consider passive, such as…”
MethodPerceived locus of causality and internalization: Examining reasons for acting in two domains.
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Cited by
Flipped classroom improves student learning in health professions education: a meta-analysis
HEW, K. F., & LO, C. K. (2018) · BMC Medical Education · doi:10.1186/s12909-018-1144-z · Cited by 1,207
Strelan, P., Osborn, A., & Palmer, E. (2020) · Educational Research Review · doi:10.1016/j.edurev.2020.100314 · Cited by 526
Learning analytics to unveil learning strategies in a flipped classroom
Jovanović, J., Gašević, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017) · The Internet and Higher Education · doi:10.1016/j.iheduc.2017.02.001 · Cited by 376
Facilitating student engagement through the flipped learning approach in K-12: A systematic review
Bond, M. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103819 · Cited by 380
Chen (2018) · doi:10.1111/medu.13616 · Cited by 348
Metadata
- Authors
- Abeysekera, L., & Dawson, P.
- Venue
- Higher Education Research & Development
- Publisher
- Informa UK Limited
- Published
- 2014-08-14
- Volume
- 34
- Issue
- 1
- Pages
- 1-14
- ISSN
- 0729-4360 (ISSN-L)
- 1469-8366
- OpenAlex
- W2105680993
- Cited by
- 1,847
- References
- 14
- FWCI
- 399.75
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
