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Flipping out about the flip: All hype or is there hope?

Author

Listed:
  • Calimeris, Lauren
  • Sauer, Katherine M.

Abstract

The flipped classroom was founded on student-centered pedagogy, with the idea that students retain more information by using active learning techniques during class compared to sitting in a lecture-based course. We implement a randomized experiment to quantify the effect of flipping on the learning outcomes of economics students. We compare standardized exam scores of students who experienced a flipped classroom to those who experienced a traditional classroom in principles of microeconomics courses. OLS regression results show that, following a negative adjustment period, students who experienced the flipped classroom scored significantly higher on midterm and final exams than did the control group. The magnitude of these effects suggests improvements in the students’ scores of a lower bound of two-thirds to an entire a letter grade.

Suggested Citation

  • Calimeris, Lauren & Sauer, Katherine M., 2015. "Flipping out about the flip: All hype or is there hope?," International Review of Economics Education, Elsevier, vol. 20(C), pages 13-28.
    • Handle: RePEc:eee:ireced:v:20:y:2015:i:c:p:13-28
    DOI: 10.1016/j.iree.2015.08.001
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    Citations

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    Cited by:

    1. Calimeris, Lauren, 2018. "Effects of flipping the principles of microeconomics class: Does scheduling matter?," International Review of Economics Education, Elsevier, vol. 29(C), pages 29-43.
    2. Rita A. Balaban & Donna B. Gilleskie & Uyen Tran, 2016. "A quantitative evaluation of the flipped classroom in a large lecture principles of economics course," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(4), pages 269-287, October.
    3. Lombardini, Chiara & Lakkala, Minna & Muukkonen, Hanni, 2018. "The impact of the flipped classroom in a principles of microeconomics course: evidence from a quasi-experiment with two flipped classroom designs," International Review of Economics Education, Elsevier, vol. 29(C), pages 14-28.
    4. Wolfe, Marketa Halova, 2020. "Integrating data analysis into an introductory macroeconomics course," International Review of Economics Education, Elsevier, vol. 33(C).
    5. Becker, Ralf & Proud, Steven, 2018. "Flipping quantitative tutorials," International Review of Economics Education, Elsevier, vol. 29(C), pages 59-73.
    6. Peter Mikek, 2023. "A Flipped Classroom Experiment in Growth Theory," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 49(3), pages 433-456, June.
    7. Martinez, Gabriel X., 2023. "Studying like a nerd: Spacing, self-testing, and explanatory questioning in principles of microeconomics," International Review of Economics Education, Elsevier, vol. 44(C).
    8. Cosgrove, Sarah B. & Olitsky, Neal H., 2020. "Research-based instructional strategies in a flipped principles of microeconomics classroom," International Review of Economics Education, Elsevier, vol. 33(C).

    More about this item

    Keywords

    Economic education; Flipped classroom; Inverted classroom; Undergraduate teaching; Pedagogy; Teaching economics;
    All these keywords.

    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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