The Benefits, Drawbacks, and Challenges of Using the Flipped Classroom in an Introduction to Psychology Course

• Published in: Teaching of psychology 2017-07, Vol.44 (3), p.183-192
• Main Authors: Roehling, Patricia V., Root Luna, Lindsey M., Richie, Fallon J., Shaughnessy, John J.
• Format: Article
• Language: English
• Subjects: Barriers; Blended Learning; Classroom Techniques; Classrooms; Curricula; Delivery Systems; Flipped classroom; Instructional Effectiveness; Introductory Courses; Likert Scales; Performance Factors; Predictor Variables; Preferences; Psychology; Statistical Analysis; Student Attitudes; Student Characteristics; Student Experience; Teaching; Teaching Methods; Undergraduate Students
• ISSN: 0098-6283; 1532-8023
• DOI: 10.1177/0098628317711282

Flipped pedagogy has become a popular approach in education. While preliminary research suggests that the flipped classroom has a positive effect on learning in Science, Technology, Engineering, and Mathematics and quantitative courses, the research on the flipped classroom in a content heavy social science course is minimal and contradictory. We flipped four class topics in an introduction to psychology course, evaluated resulting student attitudes, and compared students’ performance on the flipped units to their performance on traditionally delivered content. We found mixed results for the effectiveness of the flipped classroom that were moderated by student characteristics and experiences with previous online or flipped courses. Students reported an overall preference for traditional classroom delivery but suggested retaining the flipped approach for some class periods.