The effects of the inverted classroom approach: Student behaviours, perceptions and learning outcomes

Posted on November 3rd, 2015

There are a growing number of studies examining the effectiveness of the flipped/inverted classroom approach on student engagement and learning. The Higher Education Quality Council of Ontario (HEQCO) looked at student behaviours and perceptions associated with the flipped classroom in a first year engineering physics course at the University of Toronto. The report found improved student-faculty interactions and class enjoyment and interest. In addition, “more than 80% of the students in the inverted classroom found video lessons to be an effective introduction to the course material.” However, similar to other recent reports on the flipped classroom, learner preference was mixed, with only 34% of students reporting that they preferred the flipped classroom approach to a “traditional” lecture classroom.