New article: Investigating effects of teachers in flipped classroom: a randomized controlled trial study of classroom level heterogeneity


New article by Julie Buhl‑Wiggers, Lisbeth la Cour, Mette Suder Franck and Annemette Kjærgaard, published in International Journal of Educational Technology in Higher Education: 

The increased popularity of flipped classroom in higher education warrants more thorough investigation of the pedagogical format’s effects on student learning. This paper utilizes two iterations of a randomized field experiment to study the effects of flipped 
classroom on student learning specifically focusing on heterogeneous treatment 
effects across the important classroom-level factor of teachers. The empirical setting 
is an undergraduate macroeconomics course with 933 students and 11 teachers. Our 
findings show a positive yet insignificant average effect of flipped classroom on both 
pass rate and final exam grades. We further find substantial shifts in the ranking of the 
participating teachers’ effectiveness when comparing traditional and flipped classroom 
conditions, which suggests that the most successful teacher in a traditional teaching environment is not necessarily the most successful teacher in a flipped classroom 

PDF icon Read more here. 


The page was last edited by: Department of Economics // 05/19/2023