Post a composite review
Unpost a composite review
Search all MERLOT
Select to go to your profile
Select to go to your workspace
Select to go to your Dashboard Report
Select to go to your Content Builder
Select to log out
Search Terms
Enter username
Enter password
Please give at least one keyword of at least three characters for the search to work with. The more keywords you give, the better the search will work for you.
Select OK to launch help window
Cancel help


Advanced Search


Peer Review

Flipping the Classroom

by Cynthia Brame


Overall Numeric Rating:

4.75 stars
Content Quality: 5 stars
Effectiveness: 4.5 stars
Ease of Use: 5 stars
Reviewed: Mar 27, 2014 by Faculty Development
Overview: A teaching guide created by the Center For Teaching at Vanderbilt University on Flipping the Classroom. The guide provides a background, evidence of effectiveness, theoretical basis and references for Flipping the Classroom
Type of Material: Teaching Guide
Recommended Uses: As a resource for faculty considering using various active learning strategies. Independent study, pre-workshop reading.
Technical Requirements: None
Identify Major Learning Goals: This guide provides an introduction to the flipped classroom, describing the history and context for the flipped classroom concept; summarizing two research studies the results of which show much greater learning in the flipped over the traditional classroom; and explaining the theoretical underpinnings. It describes and provides examples of 4 key elements. Faculty are provided sufficient information regarding Flipping the Classroom to use or consider using the strategy in their own teaching.
Target Student Population: Faculty, TAs, Adjunct Faculty, Future Faculty, Faculty Developers
Prerequisite Knowledge or Skills: None

Evaluation and Observation

Content Quality

Rating: 5 stars
Strengths: This resource provides historical context, explaining that the flipped classroom concept is not new, particularly in the humanities, and describes its predecessors or cousins, the inverted classroom and peer instruction. It also provides summaries of the outcomes of two research studies that showed a significantly greater degree of learning in flipped classrooms over traditional. Finally, it explains the four key elements or steps in the flipped classroom and provides examples.
Concerns: Probably the most challenging part of the flipped classroom is designing the in-class activities. It would be nice if there were links to examples of this.

Potential Effectiveness as a Teaching Tool

Rating: 4.5 stars
Strengths: This article provides a fine introduction to the concept of the flipped classroom and includes links to multiple resources for further study. There is a link to a helpful blog post on using quizzes to provide incentive for students to do the pre-class work. This guide is very likely to inspire faculty to use this strategy
Concerns: It would be nice if there were direct links to more examples of the key elements of the flipped classroom so that readers could get started. For example, if there were links to sample tools and tutorials and more on what to do in class. Derek Bruff, also at Vanderbilt, has multiple Prezis containing examples of what can be done in class.

Ease of Use for Both Students and Faculty

Rating: 5 stars
Strengths: This article is very clearly formatted, includes links to pertinent resources, and is well-referenced.
Concerns: None

Creative Commons:
Creative Commons License
This work is licensed under a Attribution-NonCommercial-NoDerivs 3.0 United States