Interview data indicated flipped classroom learners obtained immediate help and clarified misconceptions, while conventional-group learners crammed for tests¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Qualitative interviews showed experimental-group learners could ask peers or TAs in real time and revise work faster, whereas control-group learners reported poor time management and last-minute studying. → Sun and Wu 2015

Evidence¶

Sun and Wu 2015¶

Sun and Wu. (2015). Analysis of Learning Achievement and Teacher–Student Interactions in Flipped and Conventional Classrooms. http://www.oeconsortium.org/about-oec/

q1 · i? · causal · r1

Semi-structured interviews with the instructor, TAs, and learners from both groups, conducted at the end of the course to supplement the quantitative data. Learner A reported asking the TA in real time to "clarify my misconception and get a deeper understanding of the topics."

"In contrast, OCW integrated with a conventional classroom allowed the learners to ask their peers for help whenever they encountered any questions; however, their time management was poor, and they tended to cram for the biweekly tests."

Discussion¶

Related Claims¶

• Learners in both teaching models interacted mostly with TAs and peers rather than with the instructor — related
• No significant difference in teacher–student interaction ratings between the flipped and conventional OCW classroom groups — related