The author proposes that students in flipped classes perceive less learning because they experience difficulty during class-time problem solving, whereas lecture students perceive understanding while following lectures¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Students judge their learning by how much they feel they understand in class; flipped students recall in-class difficulty on problem work, so they report lower learning despite achieving more. → Jenna Van Sickle 2016

Evidence¶

Jenna Van Sickle 2016¶

Jenna Van Sickle. (2016). Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom. Journal of the Scholarship of Teaching and Learning, Vol. 16, No. 2, April 2016, pp. 29-38. https://doi.org/10.14434/josotl.v16i2.19216

q1 · i? · causal · r1

The author's interpretive explanation (not a tested result) for the perception-achievement discrepancy: lecture students "feel they understood because they understood the lectures," while flipped students experience problem-solving difficulty in class and recall it at evaluation time. The article offers this as reasoning drawn from prior research, not as a measured finding.

"Looking back at the class, they remember the difficulty they had during class, and they do not feel they understood because they did not understand all of the problems."

Discussion¶

Related Claims¶

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• Predominantly lecture-based courses are associated with less engagement, while class discussion and group work time are associated with more — related
• Flipped classroom significantly improves theoretical exam scores over lecture-based learning in Chinese undergraduate preventive medicine courses (pooled SMD 0.99) — related
• Students reported lower difficulty in the DPBL approach than in the direct instruction approach — related