FREE REPORT! Benefits and Challenges of the Flipped Classroom Model in Higher Education


In this free report, I examine the benefits and challenges of the flipped classroom model in higher education. The report is available through Magna Publications.

Background: In 2015, I worked with Magna Publications and Faculty Focus to survey readers representing a variety of roles and disciplines throughout higher education.

The findings give us a glimpse of where we are with this instructional model and what campus leaders need to consider as they develop programs and resources to support faculty and students.

A few important observations:

The #1 Challenge for Faculty Who Want to Flip is Time

It was not surprising to me to see the number one challenge for faculty who want to FLIP is time.  It takes time to re-design a lesson plan (or a whole course) to fit within the framework of the flipped model, and it takes time during class to find a balance when it comes to integrating active learning strategies.

70% Said Flipping Their Class Was a Positive Experience

Even though it takes time, almost 70% of the respondents tried flipping some part of their course and they are encouraged to do it again since it was a positive experience for both the instructor and the students.

It's Still a Challenge to Define the Flipped Classroom

From my perspective as the researcher, the most challenging part of developing the survey was how to define the term "flipped" classroom. I've spent most of the last ten years traveling around the country speaking and working with faculty, and everywhere I go, there are still many interpretations and definitions of the flipped classroom.

In developing the questions for the survey, I struggled to find one specific definition that aligns with all of the models and discussions presented in the most popular educational journals, online magazines, and blogs.

Some educators connect the flipped classroom to videos. Others see it as another name for 'active learning'. In my work, the FLIP means to "Focus on Your Learners by Involving them in the Process."

Regardless of how it's defined specifically right now at this stage of discussion, I'm glad to see there are more educators who are taking the risk and trying a new approach in their classrooms to create more engaging and effective learning experiences.

On to the report...  

8 Key Findings from the Flipped Classroom Survey:

Results from the survey are based on the responses from the 1,089 Faculty Focus readers who completed the survey.

Highlights include:
  • More than two-thirds (69.5%) have tried flipping an activity, class, or course, and plan to do it again. Another 5.49% have tried flipping, but don’t plan to do it again.
  • Roughly one-third (31.8%) of those who have flipped did so within the past year.
  • The majority of faculty who have flipped rated the experience as positive for themselves (70.3%) and their students (64.8%).
  • The top reasons for flipping include a desire to increase student engagement (79.3%) and improve student learning (75.8%).
  • In terms of the actual benefits, nearly three-fourths of respondents saw greater student engagement (74.9%), while just over half noticed evidence of improved student learning (54.66%).
  • More than 80% said students are more collaborative and 76.61% said they ask more questions, while almost half (48.75%) also noted some student resistance.
  • The most frequently reported barrier to experimenting with flipped learning practices came down to one word: time—a combined 70% of faculty said it was a significant or very significant challenge.
  • Of those respondents who are not interested in flipped learning, 38.9% said they don’t know enough about it and 27.4% felt it was a fad.
To learn more about the survey, read this overview from Mary Bart, Editor, Faculty Focus. To read the complete results, download the full report for free. 

If you have questions about the report, post a comment below. If you'd like more information, contact me: barbi@flipitconsulting.com