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:
Abstract
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
environment.
