The inverted classroom: a look at flipped instruction and the effect it has on students' ability to address complex issues

The purpose of this study was to evaluate the effectiveness of flipped instruction techniques in a collegiate class setting. We compared student learning between groups who had participated in different learning environments, and assessed differences in their ability to address complex issues. Lessons within the study that were taught utilizing the same educational treatments across the groups served as a measure for making certain the groups were comparable on an academic level. A precursor case study was addressed by the students using different treatments, this precursor case study looked to familiarize students with the process of analyzing a case study. On the final exam a case study was issued. Data analysis indicated that students who encountered the precursor case study in a fully flipped format were able to address more complex issues on the final exam case study. This study revealed that by incorporating flipped instruction techniques, students are able to engage in complex and critical thought.