An Investigation Into The Effects of Flip Teaching on Student Learning

Abstract

The purpose of this research study was to investigate the effectiveness of flip teaching on student learning. A sample of Ontario high school teachers were interviewed about their experience with, and perspectives on, flip teaching. Conceptualization of student learning is based on student motivation, student self-regulation of their own learning (metacognition) and student content knowledge. Findings suggest flip teaching increases student motivation, student self-regulation, and student knowledge of curriculum content.