, Volume 57, Issue 6, pp 14–27 | Cite as

Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN

  • Jacob Enfield
Original Paper


Scholars and practitioners have reported the positive outcomes of a flipped, or inverted, approach to instruction (Baker, 2000; Lage, Platt, & Treglia, 2000; Bergmann, 2011; Wright, 2011; Pearson, 2012; Butt, 2012; Bates, 2012). While many of the reports are anecdotal, the sheer number of instructors that have reported successful implementation of the strategy provides some evidence of its powerful use as an instructional method. This study provides a detailed case in which one approach of the Flipped Classroom Model of Instruction was applied in two classes at California State University Northridge. Student reports suggest that the approach provided an engaging learning experience, was effective in helping students learn the content, and increased self-efficacy in their ability to learn independently. Additionally, challenges and potential solutions to those challenges are discussed.


Flipped Classroom Technology Integration Instructional Videos 


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Copyright information

© Association for Educational Communications and Technology 2013

Authors and Affiliations

  • Jacob Enfield
    • 1
  1. 1.California State University NorthridgeLong BeachUSA

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