Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research
- 22 July 2014
- journal article
- research article
- Published by Taylor & Francis Ltd in Higher Education Research & Development
- Vol. 34 (1), 1-14
- https://doi.org/10.1080/07294360.2014.934336
Abstract
Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach.Keywords
This publication has 38 references indexed in Scilit:
- Vodcasts and Active-Learning Exercises in a “Flipped Classroom” Model of a Renal Pharmacotherapy ModuleAmerican Journal of Pharmaceutical Education, 2012
- Active Learning Not Associated with Student Learning in a Random Sample of College Biology CoursesCBE—Life Sciences Education, 2011
- Engaging students in learning: a review of a conceptual organiserHigher Education Research & Development, 2011
- Student engagement in first year of an ICT degree: staff and student perceptionsComputer Science Education, 2010
- Autonomy, competence, and relatedness in the classroomTheory and Research in Education, 2009
- PUBLICATION BIAS: THE ACHILLES’ HEEL OF SYSTEMATIC REVIEWS?British Journal of Educational Studies, 2006
- Student Learning Motivation and Psychological Hardiness: Interactive Effects on Students' Reactions to a Management ClassAcademy of Management Learning & Education, 2004
- Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout.Journal of Personality and Social Psychology, 1997
- Facilitating Internalization: The Self‐Determination Theory PerspectiveJournal of Personality, 1994
- Controlling teaching strategies: Undermining children's self-determination and performance.Journal of Personality and Social Psychology, 1990