Research

Online learning that actually works.

The FlipIt approach is grounded in education and cognitive psychology research. The system was developed for over 10 years at the University of Illinois Urbana-Champaign, and has been tested by thousands of student users and instructors at dozens of institutions.

What's more, FlipIt works. Published research (some supported by a grant from the NSF) demonstrates that students learn more when using FlipIt and have a more positive outlook on course content and the lecture.

Physics-specific Research

  • Sadaghiani, Homeyra R. (2012). Controlled study on the effectiveness of multimedia learning modules for teaching mechanics. Physics Review Special Topics – Physics Education Research, 8, 010103.
  • Sadaghiani, Homeyra R. (2012). Online Prelectures: An alternative to textbook reading assignments. The Physics Teacher, 50(5), 301.
  • Sadaghiani, Homeyra R. (2011). Using multimedia learning modules in a hybrid-online course in electricity and magnetism. Physics Review Special Topics – Physics Education Research, 7, 010102.
  • Chen, Z., Stelzer, T., Gladding, G. (2010). Using multimedia modules to better prepare students for introductory physics lectures. Physics Review Special Topics – Physics Education Research, 6, 010108.
  • Stelzer, T., Brookes, D.T., Gladding, G., Mestre, J.P. (2010). Impact of multimedia learning modules on an introductory course on electricity and magnetism. American Journal of Physics, 77(7), 755-759.
  • Stelzer, T., Gladding, G., Mestre, J.P., Brookes, D.T. (2009). Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content. American Journal of Physics, 77(2), 184-190.

External Research

The authors digested and incorporated research from hundreds of articles and studies—from researchers in the areas of physics and science education and cognitive psychology. We are sure you'll enjoy many of these articles and books—if you haven't already read them!

Lecture and Interactive Teaching

  • P. Black and D. Wiliam, "Assessment and Classroom Learning", Assess. in Ed., March, p7-74 (1998)
  • R. Hake, "Interactive-engagement versus traditional methods: A six thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64–74 (1998).
  • R. Sokoloff and R. K. Thornton, "Using interactive lecture demonstrations to create an active learning environment," Phys. Teach. 35, 340–347 (1997).
  • W. Bosshardt and E.P. Chiang. “Lecture capture learning: Do students perform better compared to face-to-face classes?” Southern Economic Journal, forthcoming. (2015)
  • Bowen, W. G., Chingos, M. M., Lack, K. A., and Nygren, T. I. “Interactive learning online at public universities: Evidence from a six-campus randomized trial.” J. Pol Anal. Manage. 33(1), 94–111. (2014)
  • G.M. Hoyt and K. McGoldrick, International Handbook on Teaching and Learning Economics, (Northampton, Edward Elgar, 2012)
  • T. Roach, “Student perceptions toward flipped learning: New methods to increase interaction and active learning in economics” Intl. Review Econ. Educ. 17, 74–84 (2014)
  • Boatman, K., Courtney, R., and Lee, W. “See how they learn: the impact of faculty and student learning styles on student performance in introductory economics.” Am. Econ. 52, 39–48. (2008)
  • W. Goffe, W. and D. Kauper. “A survey of principles instructors: Why lecture prevails.” J. Econ. Educ. 45(4), 360–375. (2014)
  • Joyce, T. J., Crockett, S., Jaeger, D. A., Altindag, O., and O’Connell, S. D. “Does classroom time matter?” Economics of Education Review, 46, 64–77. (2015)
  • K. Marrs and G. Novak. “Just-in-time teaching in biology: creating an active learner classroom using the internet.” Cell Bio. Educ. 3, 49–61. (2004).

Multimedia Learning Tools

  • R. E. Mayer, Multimedia Learning (Cambridge U.P., Cambridge, 2001).
  • R.E. Mayer, The Cambridge Handbook of Multimedia Learning (Cambridge U.P., Cambridge 2005).
  • Figlio, D., Rush, M., and Yin, L. “Is it live or is it Internet? Experimental estimates of the effects of online instruction on student learning.” J. Labor Econ. 31(4), 763–84 (2013)
  • Joyce, T. J., Crockett, S., Jaeger, D. A., Altindag, O., and O’Connell, S.D. “Does classroom time matter? A randomized field experiment of hybrid and traditional lecture formats in economics.” NBER Working Paper, 20006. (2014)
  • J. Clark. “Powerpoint and pedagogy: maintaining student interest in university lectures.” Coll. Teach. 56, 39–45. (2008)
  • A. Maxwell, “Ban the bullet-point! Content-based PowerPoint for historians” Hist. Teach. 41, 39–54. (2007).
  • Lusardi, A., Samek, A., Kapteyn A., Glinert, L, Hung A, and Heinberg, A. “Visual tools and narratives: New ways to improve financial literacy”. NBER Working Paper, 20229 (2014)
  • J. Chen and T.F. Lin. “Does downloading PowerPoint slides before the lecture lead to better student achievement” Int. Rev. Econ. Educ. 7, 9–18. (2008)
  • Cohn, E., Cohn, S., Balch, D.C., and Bradley Jr., J. “Do graphs promote learning in principles of economics?” J. Econ. Educ. 32, 299– 310. (2001)
  • R.P. Parks, “Macro principles, PowerPoint, and the Internet: four years of the good, the bad, and the ugly.” J. Econ. Educ. 30, 200–209. (1999)
  • United States Government Printing Office, “Technology, Education, and Copyright Harmonization Act.” (2002)
  • Chen, Z., Stelzer, T., and Gladding, G. “Using multimedia modules to better prepare students for introductory physics lecture.” Phys. Educ. Research, 6, 010108 (2010)

Peer Instruction and the Value of Textbooks

  • C. Crouch and E. Mazur, "Peer Instruction: Ten Years of Experience and Results," Am. J. Phys. 69, 970-977 (2001).
  • E. Mazur, Peer Instruction: A User's Manual (Prentice Hall, Upper Saddle River, NJ, 1996)
  • M. Novak, E. T. Patterson, A. D. Gavrin, and W. Christian, Just-In-Time-Teaching (Prentice Hall, Upper Saddle River, NJ, 1999).
  • B. D. Smith and D. C. Jacobs, "TextRev: A window into how general and organic chemistry students use textbook resources," J. Chem. Educ. Res. 80, 99–102 (2003)
  • N. S. Podolefsky and N. D. Finkelstein, "The perceived value of textbooks: Students and instructors may not see eye to eye," Phys. Teach. 44, 338–342 (2006).
  • Stelzer, T., Gladding, G., Mestre, J. P., and Brookes, D. T. “Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content.” Amr. J. of Phys. 77(2), 184–90 (2009)
  • N. G. Mankiw. Principles of Microeconomics (Boston, Cengage Learning, 2011)
  • J. Sweller, Instructional Design in Technical Areas. (ACER Press, Melbourne, 1999)

Cognitive Learning

  • C. Clark, F. Nguyen, and J. Sweller, Efficiency in Learning: Evidence-based Guidelines to Manage Cognitive Load (Pfeiffer, San Francisco, 2006)
  • Sweller, P. Chandler, P. Tierney, and M. Cooper, "Cognitive load and selective attention as factors in the structuring of technical material," J. Exp. Psychol. Gen. 119, 176–192 (1990)
  • J. Bergmann and A. Sams, “Flip Your Classroom: Reach Every Student in Every Class Every Day,” Eugene: International Society for Technology in Educ. (2012)
  • B.S. Bloom. “Bloom’s taxonomy: A forty-year retrospective.” NSSE Yearbook. (Chicago: National Society for the Study of Education, 1994)
  • N.R Carlson. Physiology of Behavior 9e (New York, Pearson, 2007)
  • Pelli, D. G., Farell, B. and Moore, D. C. “The remarkable inefficiency of word recognition” Nature, 423, 752–56 (2003)
  • Roska, B., Molnar, A. and Werblin, F. S. “Parallel processing in retinal ganglion cells: How integration of space-time patterns of excitation and inhibition form the spiking output.” J. Neurophysiol. 95, 3810–22 (2006)
  • Fried, S. I., Munch, T. A., and Werblin, F. S. “Directional selectivity is formed at multiple levels by laterally offset inhibition in the rabbit retina,” Neuron, 46, 117–27 (2005)
  • D.M McBride, D. M. and B.A. Dosher, “A comparison of conscious and automatic memory processes for picture and word stimuli: A process dissociation analysis.” Conscious. Cognit, 11(3), 423–60. (2002)
  • J.J. Medina, Brain Rules (Seattle, Pear Press, 2001)
  • A. Paivio, Mental Representations: A Dual Coding Approach (Oxford U.P., Oxford, England (1986)
  • A. Paivio, Mind and Its Evolution: A Dual Coding Theoretical Approach (New York, NY, Psychology Press, 2006)
  • G. Stenberg, G. “Conceptual and perceptual factors in the picture superiority effect.” Eur. J. Cognit. Psychol. 18(6), 813–47 (2006)
  • A.D. Baddeley, “Working memory.” Science 255, 556–559. (1992)
  • A.D. Baddeley, Human Memory. (Allyn & Bacon, Boston, 1999)
  • Endestad, T., Magnussen, S., and Helstrup, T. “Memory for pictures and words following literal and metaphorical decisions.” Imagin. Cognit. Personal. 23 (2–3), 209–216. (2003)
  • J. J. Medina, Brain Rules. (Pear Press, Seattle, 2008)
  • M. Watts and C. Christopher “Using art (paintings, drawings, and engravings) to teach economics.” J. Econ. Educ. 43, 408–422. (2012)
  • R.S. Nickerson, “A note on long-term recognition memory for pictorial material.” Psychon. Sci. 11 (2), 58. (1968)
  • J.D Read and R.H. Barnsley, “Remember Dick and Jane? Memory for elementary school readers.” Can. J. Behav. Sci. 9 (4), 361– 370. (1977)
  • Standing, L., Conezio, J., and Haber, R. “Perception and memory for pictures: single-trial learning of 2,500 visual stimuli.” Psychon. Sci. 19, 73–74. (1970)

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