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The Flipped Classroom: A Survey of the Research

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2013 ASEE Annual Conference & Exposition


Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013



Conference Session

Best of Computer in Education Division

Tagged Division

Computers in Education

Page Count


Page Numbers

23.1200.1 - 23.1200.18



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Paper Authors


Jacob Bishop Utah State University

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Jacob Bishop holds B.S. and M.S. degrees in Mechanical Engineering. He is currently a graduate student at Utah State University pursuing a Ph.D. in Engineering Education. His research interests are multi-disciplinary. In educational research, his interests include model-eliciting activities, open online education, educational data mining, and the flipped classroom. In quantitative methodology and psychometrics, his interests focus on the use of latent variable models to analyze variability and change over time.

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Matthew A Verleger Embry-Riddle Aeronautical Univ., Daytona Beach

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Dr. Matthew Verleger is an assistant professor in Freshman Engineering at Embry-Riddle Aeronautical University. He has a B.S. in Computer Engineering, a M.S. in Agricultural & Biological Engineering, and a Ph.D. in Engineering Education, all from Purdue University. Prior to joining the Embry-Riddle faculty, he spent two years as an assistant professor of Engineering Education at Utah State University. His research interests include Model-Eliciting Activities, online learning, and the development of software tools to facilitate student learning.

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The Flipped Classroom: A Survey of the ResearchRecent advances in technology and in ideology have unlocked entirely new directions foreducation research. Mounting pressure from increasing tuition costs and free, online courseofferings is opening discussion and catalyzing change in the physical classroom. The flippedclassroom is at the center of this discussion. The flipped classroom is a new pedagogical method,which employs asynchronous video lectures and practice problems as homework, and active,group-based problem solving activities in the classroom. It represents a unique combination oflearning theories once thought to be incompatible---active, problem-based learning activitiesfounded upon constructivist principles and instructional lectures derived from direct instructionmethods founded upon behaviorist principles.This paper provides a comprehensive survey of prior and ongoing research of the flippedclassroom. Studies are characterized on several dimensions. Among others, these include thetheoretical framework used to situate the study, the measures used to evaluate the study, andmethodological characteristics for each study. Results of this survey show that most studiesconducted to date explore student perceptions and use single-group study designs. Reports ofstudent perceptions of the flipped classroom are somewhat mixed, but are generally positiveoverall. Students tend to prefer in-person lectures to video lectures, but prefer interactiveclassroom activities over lectures. Anecdotal evidence suggests that student learning is improvedfor the flipped compared to traditional classroom. However, there is little work investigatingstudent learning outcomes objectively. For future work, we recommend that studies investigateobjective learning outcomes using controlled experiment or quasi-experimental designs.

Bishop, J., & Verleger, M. A. (2013, June), The Flipped Classroom: A Survey of the Research Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22585

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