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Research on Flipping Study Habits for Better Understanding
Aug 16th, 2013 by UWB LT.
In a recent post written in the Computing Education Blog, two studies were presented discussing the benefits of changing, reversing, and/or flipping the classroom model in order to increase student comprehension. In these studies, data was collected on how well students understood concepts when they were tested on the materials before studying and how beneficial hands-on learning and experimentation was before individual studying took place.

The first article, written by Daniel Willingham (Professor of Psychology at the University of Virginia), talks about how students gain a better understanding in what they are learning when they try to generate the answer on their own first before reading and learning about it in books and other resources. As a result, there is a higher chance that students will retain and better understand concepts when they invest some initial effort in solving the problem. In essence, students benefit more from experimenting and doing rather than just studying.

When students are interacting with materials and concepts in the classroom, there is a direct connection present between the student and the subject being taught. When reading from a book or studying individually, students have a more distant relationship with the concepts because the students are invested in reading about the subject and not actually doing the experimentation.

The second article, written by David Plotnikoff for Stanford | News, talks similarly about the benefits of experimenting first in the classroom and studying later by introducing the flipped flipped classroom model. Originally, the flipped classroom is a learning model where students read assigned texts or watch videos first and then do the experimenting in