Are first year students ready for a flipped classroom? A case for a flipped learning continuum

Australian Education for Sustainability Alliance. (2014). Education for sustainability and the Australian curriculum project, final report for research phases 1-3. Retrieved from: http://www.educationforsustainability.org.au/publications/final-report-for-phases-1-3-education-for-sustainability-and-the-australian-curriculum-project/ . Accessed 28 May 2018.

Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227–236. https://doi.org/10.1016/j.compedu.2014.06.006 .

Baird, J. R., & Mitchell, I. J. (1987). Improving the quality of teaching and learning: An Australian case study, the PEEL project. Melbourne: Monash University Press.

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA (Vol. 30, No. 9, pp. 1–18).

Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington D.C.: The George Washington University, School of Education and Human Development.

Campbell, M. (2007). Why the silence on populations? Population and Environment, 28(4–5), 237–246.

Chen, Y., Wang, Y., Kinshuk, & Chen, N.-S. (2014). Is FLIP enough? Or should we use the FLIPPED model instead? Computers & Education, 79, 16–27. https://doi.org/10.1016/j.compedu.2014.07.004 .

Cheng, Y., & Weng, C. (2017). Factors influence the digital media teaching of primary school teachers in a flipped class: A Taiwan case study. South African Journal of Education, 37(1), 1–12. https://doi.org/10.15700/saje.v37n1a1293 .

Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey Bass.

Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2–14. https://doi.org/10.3102/0013189X019005002 .

Cortese, A. D. (2003). The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31(3), 15–22.

Cotton, D., & Winter, J. (2010). It’s not just bits of paper and light bulbs’: A review of sustainability pedagogies and their potential for use in higher education. In P. Jones, D. Selby, & S. Sterling (Eds.), Sustainability education: Perspectives and practice across higher education, (pp. 39–54). London: Earthscan.

Crosling, G., Heagney, M., & Thomas, L. (2009). Improving student retention in higher education: Improving teaching and learning. Australian Universities’ Review, 51(2), 9–18.

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16. https://doi.org/10.1186/s41239-017-0087-5 .

Evans, N., Tomas, L., & Woods, C. (2016). Impact of sustainability pedagogies on pre-service teachers’ self-efficacy. Journal of Education for Sustainable Development, 10(2), 1–19. https://doi.org/10.1177/0973408216650953 .

Fulton, K. (2012). Upside down and inside out: Flip your classroom to improve student learning. Learning & Leading with Technology, 39(8), 12–17.

Gall, M. D., Borg, W. R., & Gall, J. P. (2007). Educational research: An introduction, (8th ed., ). Boston: Pearson.

Glazer, F. S. (2012). Introduction. In F. S. Glazer (Ed.), Blended Learning: Across the disciplines, across the academy, (pp. 1–12). Sterling: Virginia: Stylus Publishing, LLC.

Goodrum, D., Druhan, A., & Abbs, J. (2012). The Status and Quality of Year 11 and 12 Science in Australian Schools. Canberra: Australian Academy of Science.

Hao, Y. (2016). Exploring undergraduates’ perspectives and flipped learning readiness in their flipped classrooms. Computers in Human Behavior, 59, 82–92. https://doi.org/10.1016/j.chb.2016.01.032 .

Herreid, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 62–66.

Howitt, C., & Pegrum, M. (2015). Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign. Australasian Journal of Educational Technology, 31(4), 458–469.

Huereca, K. (2015). High school mathematics teachers’ connective knowledge of the challenges and possibilities in implementing the flipped learning model: An embedded mixed-methods study. Published dissertation: The University of Texas at El Paso.

James Cook University. (2014). Blended learning policy. Retrieved from http://www.jcu.edu.au/policy/allatoh/JCU_140716.html .

Jefferies, A. (2015). Are our students digitally ready for HE study? Exploring student attitudes to blended online study in a campus-based university. American Journal of Educational Research, 3(9), 1098–1106.

Jensen, J. L., Holt, E. A., Sowards, J. B., Ogden, T. H., & West, R. E. (2018). Investigating strategies for pre-class content learning in a flipped classroom. Journal of Science Education and Technology, 27(6), 523–535. https://doi.org/10.1007/s10956-018-9740-6 .

Jeong, J. S., González-Gómez, D., & Cañada-Cañada, F. (2016). Students’ perceptions and emotions toward learning in a flipped general science classroom. Journal of Science Education and Technology, 25(5), 747–758. https://doi.org/10.1007/s10956-016-9630-8 .

Keppell, M., & Riddle, M. (2011). Distributed learning places: Physical, blended and virtual learning spaces in higher education. In Physical and Virtual Learning Spaces in Higher Education: Concepts for the Modern Learning Environment, (pp. 1–20). Hershey: IGI Publishing (IGI Global).

Kift, S. (2009). Articulating a transition pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education: Final report for ALTC senior fellowship program. Strawberry Hills: Australian Learning and Teaching Council.

Krause, K. L., Hartley, R., James, R., & McInnis, C. (2005). The first year experience in Australian universities: Findings from a decade of national studies. In Australian Government Department of Education, Science and Training.

Lasen, M., Tomas, L., Whitehouse, H. Sorin, R., Evans, S., & Stevenson, R. (2015). A case study of an Australian university embedding EfS in a pre-service teaching program. In S. Stratton, R., Hagevik, A. Feldman & M. Bloom (Eds.), Educating Science Teachers for Sustainability. New York: Springer.

Loh, J. (2013). Inquiry into issues of trustworthiness and quality in narrative studies: A perspective. The Qualitative Report, 18(33), 1–15.

Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317–324. https://doi.org/10.1080/0020739X.2013.822582 .

Lundin, M., Rensfeldt, A. B., Hillman, T., Lantz-Andersson, A., & Peterson, L. (2018). Higher education dominance and siloed knowledge: A systematic review of flipped classroom research. International Journal of Educational Technology in Higher Education, 15(1), 1–30. https://doi.org/10.1186/s41239-018-0101-6 .

MacKinnon, G. (2015). Determining useful tools for the flipped science education classroom. Contemporary Issues in Technology and Teacher Education, 15(1), 44–55.

McCarthy, J. (2016). Reflections on a flipped classroom in first year higher education. Issues in Educational Research, 26(2), 332–350.

Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used? Distance Learning, 9(3), 85–87.

Misseyanni, A., Lytras, M. D., Papadopoulou, P., & Marouli, C. (2018). Introduction. In A. Misseyanni, M. D. Lytras, P. Papadopoulou, & C. Marouli (Eds.), Active Learning Strategies in Higher Education: Teaching for Leadership, Innovation, and Creativity, (pp. 1–13). United Kingdom: Emerald Publishing Limited.

Moravec, M., Williams, A., Aguilar-Roca, N., & O'Dowd, D. K. (2010). Learn before lecture: A strategy that improves learning outcomes in a large introductory biology class. CBE—Life Sciences Education, 9(4), 473–481.

Morse, J. M. (2003). Principles of mixed methods and multimethod research design. In A. Tashakkori, & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research, (pp. 189–208). Thousand Oaks: Sage Publications.

Morse, P. (2000). Education and understanding science and the earth system for long-term sustainability. In K. Wheeler, & A. Perraca Bijur (Eds.), Education for a sustainable future: A paradigm of hope for the 21st century, (pp. 113–122). New York: Kluwer Academic.

Nichols, K., Burgh, G., & Kennedy, C. (2017). Comparing two inquiry professional development interventions in science on primary students’ questioning and other inquiry behaviours. Research in Science Education, 47(1), 1–24. https://doi.org/10.1007/s11165-015-9487-5 .

Nouri, J. (2016). The flipped classroom: For active, effective and increased learning–especially for low achievers. International Journal of Educational Technology in Higher Education, 13(1), 1–10. https://doi.org/10.1186/s41239-016-0032-z .

Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: What can be done? Assessment & Evaluation in Higher Education, 33(3), 301–314. https://doi.org/10.1080/02602930701293231 .

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25, 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002 .

Osguthorpe, T. R., & Graham, R. C. (2003). Blended learning environments. Quarterly Review of Distance Education, 4(3), 227–233.

Roehl, A., Reddy, S. H., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44–49.

Roth, K. (2014). Elementary science teaching. In N. Lederman, & S. Abell (Eds.), Handbook of research on science education, (vol. 2, pp. 361–394). New York: Routledge.

Saldaña, J. (2013). The coding manual for qualitative researchers, (2nd ed., ). Thousand Oaks: Sage.

Singh, T. (2010). Creating opportunities for students in large cohorts to reflect in and on practice: Lessons learnt from a formative evaluation of students’ experiences of a technology-enhanced blended learning design. British Journal of Educational Technology, 41(2), 271–286. https://doi.org/10.1111/j.1467-8535.2009.00933.x .

Stevenson, R. B., Brody, M., Dillon, J., & Wals, A. E. J. (2013). International Handbook of Research on Environmental Education. New York: Routledge, New York.

Tomas, L., Lasen, M., Field, E., Skamp, K. (2015). Promoting online students’ engagement and learning in science and sustainability preservice teacher education. Australian Journal of Teacher Education, 40(11), 78–107. https://doi.org/10.14221/ajte.2015v40n11.5 .

Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives (Online), 41, 25.

Wals, A. E., & Jickling, B. (2002). “Sustainability” in higher education: From doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education, 3(3), 221–232. https://doi.org/10.1108/14676370210434688 .

Wals, A. E. J., Brody, M., Dillon, J., & Stevenson, R. B. (2014). Convergence between science and environmental education. Science, 344(6184), 583–584. https://doi.org/10.1126/science.1250515 .

Warburton, K. (2003). Deep learning and education for sustainability. International Journal of Sustainability in Higher Education, 4(1), 44–56. https://doi.org/10.1108/14676370310455332 .

Yin, R. K. (2018). Case Study Research: Design and Methods, (6th ed., ). California: Sage Publications.

Zainuddin, Z., & Halili, S. H. (2016). Flipped classroom research and trends from different fields of study. International Review of Research in Open and Distributed Learning, 17(3). https://doi.org/10.19173/irrodl.v17i3.2274 .