Flipping the classroom in freshman English library instruction

Rivera, E. (2017). Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review Of Academic Librarianship, 23(1), 18-27. Retreived from http://p9003-sfx.calstate.edu.libaccess.sjlibrary.org/sanjose/cgi/core/sfxresolver.cgi?tmp_ctx_svc_id=1&tmp_ctx_obj_id=1&service_id=1000000000003009&request_id=4898436

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Summary: This study examines the affect of flipped classroom model on an English library instruction class. In the study, 6 sessions of the lesson was taught (3 sessions using the traditional lecture model and 3 sessions using a flipped classroom model). All session were taught at the same school by the same teacher librarian. The, the students' work cited papers on their final paper was assessed by a rubric on the authority, timeless, and variety of sources cited. While all the teachers participated in the study had high hopes on the potential of flipped classrooms, students from the traditional lecture model actually scored higher on the assessment. While Rivera does address the limitations and conclusion of this particular study, she also notes it finding are congruent with other mixed result studies on flipped classrooms. Students may just be too used to traditional lecture models.

Review: This was the first article I found that didn't present flipped classrooms as a holy grail. It realistically looks at the way the flipped classroom model make a lot of intuitive sense, but the results don't always back up these notions. This study is also apt in noting that creating video lectures is often more time and effort for teachers than the traditional model (which is only worth it if the results support the methodology).
[by Stephannie Tornow]