TPC Journal-Vol 9- Issue 2-Full-Issue

The Professional Counselor | Volume 9, Issue 2 111 create such videos using screen capture software like Camtasia ( www.camtasia.com ) and Screencast-O- Matic ( www.screencastomatic.com ) . These programs allow users to create videos with audio and video of an instructor explaining a presentation with slides (e.g., a PowerPoint presentation). Because experts recommend that video lectures are no more than 15–20 minutes in length, instructors must carefully select the most essential content that students would benefit from seeing and hearing explained. After creating video lectures, instructors design a series of in-class F2F activities for their flipped classroom. In these activities, students apply, discuss, and practice the content they learned in the pre-recorded video lecture. Flipped F2F classroom activities can vary by discipline and instructor, but they often include collaborative group activities, shared projects, and practice sessions. Scholars note that although the video lectures associated with flipped learning often receive the most attention, it is actually the in-class activities that are most crucial to the student learning process (Bergmann & Sams, 2014; Merlin, 2016). Flipped Learning in Higher Education As flipped learning has grown in popularity, so too has its research base. Researchers have studied a range of constructs related to the approach, including student and instructor perspectives (Gilboy, Heinerichs, & Pazzaglia, 2015; Hao, 2016; Long, Cummins, & Waugh, 2017; Nouri, 2016; Wanner & Palmer, 2015) and student outcomes (Baepler, Walker, & Driessen, 2014; Davies, Dean, & Ball, 2013; Foldnes, 2016; McLaughlin et al., 2013; Murphy et al., 2016). Researchers also have studied flipped learning in a variety of disciplines, including chemistry (Baepler et al., 2014), engineering (Kim, Kim, Khera, & Getman, 2014), public health (Simpson & Richards, 2015), pharmacy (McLaughlin et al., 2013), and information systems (Davies et al., 2013). As described below, they have consistently found positive outcomes related to flipped learning, with occasional incongruences. Research on student perceptions of flipped learning has indicated that this teaching approach is generally enjoyed (Gilboy et al., 2015; Hao, 2016; Nouri, 2016). For example, in a sample of 142 nutrition students, 62% of participants reported preferring flipped learning to a traditional lecture format (Gilboy et al., 2015). In a sample of 240 research methods students, 75% of participants reported having positive attitudes toward flipped learning after completing flipped courses (Nouri, 2016). Moreover, in literature reviews of flipped learning research, authors concluded that student perceptions of flipped learning are mostly positive (Bishop & Verleger, 2013; Zainuddin & Halili, 2016). In general, researchers have found higher student achievement in flipped classrooms compared to non-flipped classrooms (Baepler et al., 2014; Davies et al., 2013; Foldnes, 2016; McLaughlin et al., 2013; Murphy et al., 2016). For example, Foldnes (2016) found that the exam scores of statistics students in a flipped learning course were 12% higher compared to those in a non-flipped course. Murphy and colleagues (2016) also compared test scores in flipped and non-flipped undergraduate algebra classes and found that flipped classroom final exam scores increased 13% compared to non-flipped classroom scores. Increased achievement in flipped classrooms may be due to increased student engagement (McLaughlin et al., 2013). Researchers have found a perceived increase in engagement in flipped classrooms from both student and instructor perspectives (Faculty Focus, 2015; Lucke, Dunn, & Christie, 2017; Simpson & Richards, 2015; Wanner & Palmer, 2015). For instance, in their study of engineering students who participated in a course before and after it was flipped, Lucke and colleagues (2017) found that students reported an increase in engagement. Instructors also noted “a substantial increase in the level of observed student engagement” after the course was flipped (p. 54). Similarly, Simpson and