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Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale and a Call for Research
ARTICLE

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Higher Education Research and Development Volume 34, Number 1, ISSN 0729-4360

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.

Citation

Abeysekera, L. & Dawson, P. (2015). Motivation and Cognitive Load in the Flipped Classroom: Definition, Rationale and a Call for Research. Higher Education Research and Development, 34(1), 1-14. Retrieved March 22, 2019 from .

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Cited By

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  2. The Flipped Classroom: instructional efficency and impact of achievement and cognitive load levels,

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  3. What do Medical Students Learn from Evaluating Flipped-Classroom-based Curriculum: A Grounded Theory Study

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  4. Can TAs Learn Better by Flipping a Classroom with SPOC?

    Lisa Law & Muhammad Hafiz, Hong Kong Baptist University

    World Conference on Mobile and Contextual Learning 2018 (Nov 11, 2018) pp. 54–63

  5. “To flip or not to flip, that’s the question” – Findings from an exploratory study into factors that may influence tertiary teachers to consider a flipped classroom model

    Lakshmi Chellapan, Jacques Van der Meer, Keryn Pratt & Rob Wass

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  6. Flipping the Classroom Effectively: Evaluation Results from a Course at The University of Queensland

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    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 1864–1873

  7. Using Self-Regulated Learning Strategies in a Flipped Learning to Improve Students’ Metacognition

    Amani Bin jwair, SIU, United States

    EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 69–75

  8. The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach | Le perfectionnement professionnel des enseignants de mathématique en 6e année mettant en œuvre l’approche de la classe inversée

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  9. Designing your Flipped Classroom using the Flipped Teacher & Flipped Learner (FTFL) Framework

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  10. Student Engagement and Satisfaction Between Different Undergraduate Blended Learning Courses

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  11. Enhancing the Flipped Classroom Experience with the Aid of Inclusive Design

    Jorge Reyna, University of Technology Sydney (UTS), Australia; Yvonne C Davila & Peter Meier, University of Technology Sydney, Australia

    EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 1795–1807

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