A hybrid-flipped learning model utilizing videos and summary of flipped learning literature.

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This is an interesting study, and a unique take on the flipped model. We offset seat time for the flipped section, meaning that students met less face-to-face than the traditional section but had more opportunity for problem solving and instructor interaction. We found no significant differences in near- and far-transfer of learning, but surmise that lack of video watching may be to blame. We also found that smaller classes and the ability to choose this type of class (rather than having this format as the only option for students) is important. We summarized the flipped learning literature, as this is still a young body of research and such a summary was needed to get a handle on what researchers are finding - and it's a mixed bag.

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