SHIMAMOTO, D. Implementing a Flipped Classroom : An Instructional Module, Department of Educational Technology, University of Hawaii Manoa, USA.

Flipped classrooms were provided as a way of shifting the way in which teachers provide instruction by ‘inverting traditional teaching methods to engage students in the learning process.’  

        
       “Passive learners exist solely as receivers, active learners are full participants in the process, allowing them to add to their retentive capabilities through continued self-reinforcement (Pestress, 2008)

‘Students in active learning environments show improved retention and better conceptual understanding of learned material” (Sezer, 2011)

        Flipped classrooms promote social interaction. It allows the students to work together and contribute to each other’s and their own learning.  

Throughout the article there are lots of diagrams and graphs that show the results of both those who have been exposed to the flipped classrooms and those who have not, showing the differences in their learning development.

ARCS model of motivation, problem based learning method and collaborative learning approach.

         This article also talks about tests that are carried out with the students before and after exams or assignments to try and gather the data regarding whether or not the process of flipped learning is effective or not.

Likert scales are used measure the effectiveness of the module for the participants as well as measure their understanding of ‘conceptual and pedagogical processes. Open ended surveyed are also carried out to try and collect qualitative data to determine the impact of the module on the changing attitudes and feelings of the participant throughout the teaching process.

      Results suggest that the majority of the students that took part in the gathering of the data, indicated that they their learning was improved by the end and completion of the module, introducing flipped classrooms.