Abstract

The authors of this article estimate the learning effects of the flipped classroom format using data from 16 sections of principles of microeconomics over a 4-year period. The experimental design is unique in that two treatment and two control sections were taught during the fall semester in four consecutive years. Further, the instructor switched the time of day when the treatment and control sections were taught each year. Controlling for gender, ACT score, a normed high school GPA, Pell Grant award, time of day, and initial knowledge of economics, the authors find no evidence of increased learning using end-of-semester measures for students in the flipped classroom in comparison to sections with a moderate amount of active learning.

摘要

本文的作者使用四年内来自16个微观经济学原理部分的数据，估计了翻转课堂形式的学习效果。实验设计的独特之处在于，在连续四年的秋季学期中教授了两个治疗和两个控制部分。此外，导师每年都在一天的时间教授治疗和控制部分的知识。在控制性别，ACT分数，高中GPA规范化，Pell Grant奖，一天中的时间以及对经济学的初步了解之后，作者们发现，没有证据表明可以使用学期末的方法来为翻转教室里的学生学习到具有中等程度主动学习能力的部分。