Flipped Research Lab

FLGI’s Flipped Research Lab: Why?

flgi-research-fellow-badgeAll successful implementation of flipped learning begins with good pedagogy, but the pedagogy of effective flipped learning is evolving rapidly. All around the globe, researchers and practitioners are adding to the knowledge base of flipped learning best practices based on experience, research, and new technologies. Much of the most current knowledge about flipped learning resides in isolated silos of experimentation around the world. To keep pace with the evolution of flipped learning, we are pleased to announce the launch of the Flipped Research Lab. FLGI’s Flipped Research Lab was created to aggregate and distribute the growing body of global knowledge around the evolution of flipped learning. The Lab features the work of our worldwide cohort of distinguished flipped learning fellows. Follow and collaborate with us as we:

  • identify, curate and track relevant research about flipped learning
  • produce ongoing literature reviews which are simple and easy to read 
  • write white papers about flipped learning to be published for the global community
  • organize, collaborate and conduct research on flipped learning

Flipped Learning Research Fellows

We are honored to introduce the inaugural group of FLGI Research Fellows.

As Director of the Center for Excellence in Learning and Teaching at MEF University, the first and only fully flipped university in the world, Dr. Fell Kurban has the responsibility of supporting instructors and students in development of Flipped Learning. Her role has seen her undertake practitioner research into flipped learning in higher education. Through the Flipped Learning Global Initiative, Dr. Fell Kurban is excited to join other researchers who are passionate about striving for excellence in flipped learning for the benefit of our students. Caroline’s particular interest lies in the development of quality assurance parameters as well as the implementation of professional development programs to assure efficacy and quality of flipped learning provision in institutions of higher education.

Dr. Caroline Fell Kurban: Lead Research Fellow, Director Center for Excellence in Learning and Teaching (CELT) MEF University, Istanbul

Raul is the director of the “Master in Methodologies and Emerging Technologies Applied to Education”. He is author of “Online Training: a Guide for University Teachers”; “The flipped Classroom: how to convert Schools into Learning Spaces”; “Mobile Learning: new challenges and Realities in the classroom”; Inductive methodologies: The challenge of teaching by questioning and challenges”, Gamification: How to motivate your students and improve the climate in the classroom. He is currently taking part in several researches about the Flipped Classroom Model in Spanish language. He has been Academic Co-Director of The II European Congress on Flipped Learning. Other research fields include Evaluation Systems, Education Quality programs, online and blended learning, Teachers Training and Educational Technology

Raul Santiago Campion, Ph.D , Professor of Didactics and Pedagogy at University of La Rioja, Spain

Dr. Fang has been working as a member of new curriculum development at National Academy of Education Research in Taiwan under the policy of 12-Year Basic Education. His research is on the quality of education focusing on the key competencies of students in the new curriculum framework. He reviews literature of flipped learning and promotes, teaching and learning strategies to promote the quality of learning at all stages of education. He invited Jon Bergmann to give a keynote speech at the South Taiwan Education Forum in August, 2015. It was a big event in our education community. The movement of flipped learning is growing in the practice of instruction and research of education.

Victor Der-Long Fang, Professor, Department of Education National Kaohsiung Normal University, Taiwan

Roger Hadgraft is a civil engineer with more than 25 years of experience in improving engineering education. He has published many papers on problem- and project-based learning (PBL), and the use of online technology to support student-centred learning to meet the needs of engineering employers. He was instrumental in introducing a project-based curriculum in civil engineering at Monash University and in several disciplines at RMIT. He established the Master of Sustainable Practice and Bachelor of Sustainable Systems Engineering, both at RMIT. Roger was an ALTC Discipline Scholar and has been a member of several national learning and teaching projects and he has consulted on PBL to universities both nationally and internationally. His current passion is to develop national approaches to engineering curricula, exemplified by the national e-portfolio project.

Professor Roger Hadgraft, Director, Educational Innovation & Research Faculty of Engineering & Information Technology University of Technology Sydney

He was recently Interim Dean of the Graduate School and is a Past Chair of the Department of Chemistry and Biochemistry at Texas Tech University. After receiving an undergraduate degree in Chemistry with Honors from Case Institute of Technology of Case Western Reserve University in 1977, Dr. Casadonte earned an M.S. degree (Physical Chemistry) and Ph.D. (Inorganic Chemistry) from Purdue University in 1985. He then did postdoctoral work at the University of Illinois in the laboratories of Ken Suslick and Ted Brown. In 1988, Dr. Casadonte was awarded one of the first ten Scholar/Fellow Fellowships given by the Dreyfus Foundation. He began his academic career at Texas Tech University in the fall of 1989.

Dr. Casadonte has been involved in flipping classes in both on-line and face-to-face formats since 2008. In his research work involving the flipped classroom experience, he has flipped the Honors General Chemistry course sequence at Texas Tech University from the fall of 2010 through the spring of 2016. All of the pre-class lectures were recorded using the Mediasite platform and placed on Blackboard for students to watch in advance of class time. Online web learning homework assignments were used to determine if students had watched the lecture. Class time has been used 1) in a discussion format to summarize lectures and clear up muddy conceptual points, and 2) to work advanced problems using a variety of active learning modalities. The efficacy of the method has been determined by giving exams that were given to other honors classes 5 years previously as a baseline and comparing exam results, as well as through standardized American Chemical Society (ACS) content exams.

He has been especially interested in the pre-post differential percentile rankings from the ACS exams as an indication of improvement in student learning outcomes over time. Likert and free-response assessments were also given to the students in a pre-post format. In each case, the learning outcomes were significantly improved as a result of using the flipped format. Dr. Is currently studying the role of on-line recording length in terms of student motivation and student learning outcomes in the flipped classroom.

Dr. Dominick J. Casadonte, Jr., Minnie Stevens Piper Professor in the Department of Chemistry and Biochemistry at Texas Tech University

He received his Master degree in chemistry education from Beijing Normal University in 1994 and PhD degree in Educational Technology from the University of Michigan, USA in 2003. He has twelve years’ experience studying, living, and working out of China (6 years in the US and another 6 years in Singapore as a faculty member at the National Institute of Education, Nanyang Technological University). He served as professor and doctoral supervisor at the Institute of Education, Nanjing University (2011-2014) after returning to China. He joined SNNU after its global dean search.
He is currently chair of Research and Publication of the International Council of Associations for Science Education (ICASE) and editor of Science Education International, a flagship journal of ICASE (2014-2018). He was recently elected an executive committee member of EASE (East-Asia Science Education Association, 2015-2017). He serves as the co-chair of JRST Award Selection Committee of NARST, a world-wide organization for improving science teaching and learning. He also served as a member of the NAPLES (Network of Academic Programs in the Learning Sciences) Task Force and the membership committee of the fastest growing education researchers’ community– International Society of the Learning Sciences (ISLS) (2011-now). He has been chosen to be a member of the Steering Committee for Professional Teaching of Educational Technology in Colleges and Universities of the Ministry of Education of China (2013-2017). He has been elected as a vice-president of the Chinese Learning Sciences Association, a branch of the China Higher Education Association (2013-2017).
He has also served or is serving as associate editor, editorial board member or reviewer for a number of English journals (such as the International Journal of Science Education, SSCI journal) or Chinese journals (such as the Journal of Open Education Research, CSSCI journal) that are based in US, UK, Turky, Bahrain, Taiwan, Hong Kong, or mainland China on Educational Technology, Science Education, and/or the Learning Sciences. He has co-authored 15 SSCI journal papers and 28 CSSCI journals, 1 monograph, and edited 1 English and 2 Chinese International Conference proceedings, Co-edited 1 special issue of an SSCI journal (JOSET) and 1special issue of another English journal (REPTL). Prof. BaoHui Zhang has presented education research work of his and his collaborators’ in 17 countries and regions.

BaoHui Zhang, Ph.D, Qujiang Scholar professor, Shaanxi Normal University, China

Dr. Box is an Associate Professor in Education at Lubbock Christian University with a Ph.D. in Curriculum and Instruction from Texas Tech University. She specializes in Formative Assessment and is a former classroom teacher. She understands the complex terrain that teachers negotiate as they make classroom decisions and the difficulties they encounter. Her goal is to help busy educators find applicable research with practical strategies without having to wade through all of the literature.

Cathy Box, Associate Professor in Education at Lubbock Christian University

Ken is a transplanted Canadian who has been living and working in México for over 20 years as a professor in the Computing Science Department at the Tecnológico de Monterrey in Guadalajara. Ken is recognized as a leader in his institution in educational technology, innovation in pedagogy and is active in providing professional development experiences for his colleagues and staff. As part of the celebrations of the 70th anniversary of the Tecnológico de Monterrey in 2013, Ken received an award from the alumni association as one of the top 5% of faculty as voted on by past students.

Besides speaking international on flipped learning, Ken has been on the organizing committee for various conferences on software engineering as well as education. You can find his writings at

Ken Bauer, Associate Professor, Tecnológico de Monterrey, Mexico

Maurizio started FlipNet, the Italian Association for flipped class teachers. He leads conferences and workshops around Italy for teachers interested in flipping the classroom. He has written a book on the Flipped Classroom, La Classe Capovolta. His conferences have had over 1000 people attend and his workshops regularly top 400 people. The FlipNet Facebook page has over 20,000 members.

Maurizio Maglioni, President of FLIPNET the Italian Association for the sponsorship of Flipped Learning.

Dr. Carl Reidsema’s research interests are in: Computational Design Tools, Knowledge Based Engineering, Design for Sustainability, Design Thinking, Innovation in Industry, Engineering Education. His research interests are centered around understanding how we think about design as a basis for the development of more effective computational tools, educational programs and collaborative organizational models.

Carl Reidsema, Director of Teaching and Learning (Engineering) Director Centre for eLearning Innovations and Partnerships in Science and Engineering - eLIPSE University of Queensland

Robert Talbert is an Associate Professor in the Mathematics Department at Grand Valley State University in Allendale, Michigan USA. He was previously on the faculty at Bethel College (Indiana) and Franklin College. He holds a B.S. degree in Mathematics from Tennessee Technological University and M.S. and Ph.D. degrees in Mathematics from Vanderbilt University.

Robert’s scholarly interests lie in the scholarship of teaching and learning, especially at the intersection of mathematics, teaching, and technology. He is particularly interested in flipped learning and how this model can solve pedagogical problems in the STEM disciplines related to concept acquisition and self-regulated learning behaviors. He is also interested in how computer programming can be used to support active learning environments in university mathematics courses.

Robert first implemented flipped learning in a computer programming course in 2008 after reading about its use in software engineering. Since then, he has converted courses in Calculus, Introduction to Proof, Linear Algebra, and Discrete Structures to flipped designs. He is a frequent speaker and workshop facilitator on flipped learning, having given keynote addresses and workshops in Canada, France, Jamaica, the United Kingdom, and dozens of locations in the US. He writes on flipped learning and other education topics at and on Twitter (@RobertTalbert).

Robert Talbert, Associate Professor of Mathematics, Grand Valley State University

Dr. Irma Brasseur-Hock is a Program Designer and Instructor for the online High Incidence Teacher Education program at the University of Kansas and an assistant research professor at the University of Kansas Center for Research on Learning. Dr. Brasseur-Hock earned her Ph.D. in Special Education at the University of Kansas. Her research interests include adolescent literacy, staff development, coaching, instructional technology, and instructional sustainability. She has coordinated several federally funded research projects, including a study that designed and developed of an online course for k-12 teacher entitled: Blended Instructional Design. This study was highly influenced by teachers including members of the Flipped Learning Network(FLN) and the founder of FLN. In addition, Dr. Brasseur-Hock developed a reading skill profile of struggling adolescent readers which lead to the development of the Fusion Reading Program. She has also developed and implemented a flipped professional development model in which extensive online teacher supports are available to support face-to-face PD for the Fusion Reading program. Dr. Brasseur-Hock has been an online instructor for the University of Kansas Special Education Department for 5 years. As a fellow of the Flipped Learning Global Initiative, Dr. Brasseur-Hock would value the opportunity to become part of a community dedicated to increasing the knowledge and providing learning opportunities that directly impact teacher and student learning outcomes.

Irma Brasseur-Hock, Ph.D. , University of Kansas Center for Research on Learning Department of Special Education

Dr. Marshall is professor of education and director of language education programs at LIU Hudson, NY, USA. She teaches courses in linguistics and multicultural education in face-to-face, blended, and synchronous online formats. Her research interests include: culturally responsive teaching, SLIFE (students with limited or interrupted formal education), nontraditional teaching of grammar, and instructional technology, especially flipped learning. Contact her for training on: the Mutually Adaptive Learning Paradigm® (MALP®) and the Synchronous Online Flipped Learning Approach (SOFLA).

Helaine W. Marshall, Professor of Education at Long Island University

Giorgio Asquini has started a collaboration with
Association for the sponsorship of Flipped
research interests are in: Experimental Pedagogy, Assessment tests,
Indicators of education systems. Giorgio was part of the Italian working group of OECD-PISA from 2000 to 2012. He has worked on evaluation of Problem
solving, and teachers training. Giorgio remains involved in the training of
secondary teachers on the issues of evaluation. Prior to
working at the University Giorgio was a secondary school teacher (from
1982 to 2005) and he discovered ex post that many of the fundamentals
of flipped classroom were already in his teaching approach and
continued in his academic teaching.

Giorgio Asquini, Associate Professor of Educational Research at Sapienza, University of Rome, Italy

Dr. Gwo-Jen Hwang is currently a Chair Professor at the National Taiwan University of Science and Technology. He is also Dean of College of Liberal Arts and Social Sciences at the university. He received his Ph.D. degree in Computer Science and Information Engineering from the National Chiao Tung University in Taiwan in 1991. Dr Hwang serves as an editorial board member and a reviewer for more than 30 academic journals of educational technology and e-learning. He has also been the principal investigator of more than 100 research projects funded by Ministry of Science and Technology as well as Ministry of Education in Taiwan. His research interests include mobile and ubiquitous learning, flipped learning, digital game-based learning, and artificial intelligence in education. He defined the term “seamless flipped learning” as “mobile technology-enhanced flipped classroom with effective learning strategies.” Since 2013, he is in charge of a national mobile learning promotion program in Taiwan to assist high school teachers to develop teaching plans using mobile technologies. Flipped learning is one of the adopted learning strategies in the program.

Gwo-Jen Hwang, Dean, College of Liberal Arts and Social Sciences Chair Professor, Graduate Institute of Digital Learning and Education National Taiwan University of Science and Technology

Dr. Tourón is helping to lead Flipped Learning in Spain. He is the Past-President of the European Council for High Ability (2000-2004) and member of the National Advisory Board of the Center for Talented Youth (CTY) of Johns Hopkins University (2003-2011). I founded and directed the Center for Educational attention of students of high ability CTY Spain, International Charter Member of CTY Johns Hopkins University (2001-2011). I have been a professor at the University of Navarra for 36 years (1979-2015).

Javier Tourón , Vice-chancelor of Innovation and Educational Development at the Universidad Internacional de La Rioja (UNIR

Chung Kwan LO is an EdD student of the Faculty of Education, The University of Hong Kong. His main research interests are flipped learning, collaborative learning, and computer-supported teaching.

Chung Kwan LO, The University of Hong Kong

There is a growing body of research about flipped learning. Below is a partial list of recent articles on the web regarding flipped learning research.

The Synergistic Effects of Self-Regulation Tools and the Flipped ClassroomStudy of Chemistry students showed between 3%-7% increase on student achievement.
Student perceptions toward flipped learning: New methods to increase interaction and active learning in economicsUniversity Study on student perceptions of a partially flipped course were positive
The Flipped Classroom: An Opportunity To Engage Millennial Students Through Active Learning
Introducing a New Teaching Model:Flipped ClassroomPositive results of flipped class study in China by a friend of Jon's
Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances
Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms
Flipped classrooms and student learning: not just surface gainsMedical Science Study shows significant advantages to Flipped Learning
Perceived Usefulness of “Flipped Learning” onInstructional Design for Elementary and SecondaryEducation: With Focus on Pre-service Teacher Education
Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics CourseA study which measures student perceptions of flipped learning
2014 Speak Up SurveyA survey of over 500,000 teachers, students, parents, and administrators explains how much Flipped Learning has been adopted in the USA.
Flipped Learning Model Increases StudentEngagement and PerformanceCase study at Byron High School (Minnesota USA) shows significant increases in student achiemvent
Flipped Learning Model Dramatically ImprovesCourse Pass Rate for At-Risk Students Clintondale High School (Michigan USA) shows significant reduction in student failure rates
2014 Literature Review of Flipped Learning ResearchCompiled by George Mason University Researchers
Spartan College Shows Improvements with Flipped LearningOctober 2014
A novel integration of online and flipped classroom instructional models in public health higher educationFlipped Learning in Public Health Education
Flipped Classroom May Help Weaker STEM StudentsStudy shows better improvements for struggling students in a Flipped Classroom
The Flipped-Classroom Approach: The Answer to Future Learning?
First Phase of a Flipped Classroom Pilot Produces Encouraging Results With Flip of Limited set of Lessons
Research: Flipped Learning for ESL Students Shows PotentialStudy shows increased performance of ESL students in Flipped Classes
Flipped Learning Model Yields Higher Grades in High School Math Course
The Flipped ClassroomA Teaching Enhancement Fund ReportNew Study from the UK
Project Tomorrow Report 2016This US surevey of over 34,000 teachers discusses the use of video in classes. The survey says that 16% of US teachers say they have flipped their classes.
How much research has been done on Flipped LearningNote the number of peer reviewed articles about flipped learning has increased exponentially. June 2016
Flipped classroom provides better exam resultsSwedish university shows increased test scores with flipped learning.