Internet Learning Volume 3, Number 1, Spring 2014 | Page 94

Internet Learning
demic year), there could be timing affects
that made the groups perform differently.
Further research in this area utilizing more
robust research designs is warranted in
order to arrive at more conclusive results
about the efficacy of the flipped classroom
model.
Conclusions
Research on the flipped classroom
is only beginning, and, while studies
on equivalency with traditional
instruction are needed, more research on
how and when to effectively implement
this teaching strategy is the logical next
step in flipped-classroom research. While
this research shows that a flipped classroom
can increase student learning, it does
not identify which specific factors within
the flipped-classroom model lead to greater
learning gains in students, and further
research in this area can help clarify for
educators how best to incorporate this approach
in their own classroom. In the end,
the findings of this research seem to indicate
that the flipped-classroom approach
may not be the panacea for science instruction
many wish it to be, but rather one
more tool for a skilled instructor to use in
his/her efforts to support student learning.
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