Initiative of the US Department of Education’s Institute of Education Sciences, “searchable, online library of education research” ERIC, or the Educational Research Information Center, gives the public access to 1.6 million (at last count) academic items dating since 1960s, from peer-reviewed articles to non-journal materials, many of them full-text.
Researcher, speaker and 2015 Teaching with Technology Award Winner Robert Talbert publishes the third volume of his blog post series “How much research is out there about flipped learning? ” which probes ERIC for peer-reviewed research an all things “flipped” or “inverted.” Talbert reports in his self-stated “academic back-of-the-napkin approach” a continuously growing outpouring of research, whose rate he considers exponential. In 2017, the number of articles jumped from 192 to 253, and in the first months of 2018 the number was also outpacing that of the same period last year.
This exercise in metascience may not add practical insight to classrooms any time soon, but can be defended as a way to check scientific activity and its validity. Talbert himself would be the first to recognize that a much more rigorous process is needed here, particularly one that is able to at least hint at the quality of the research indexed, which he deems “uneven.” (Not to mention double counting.) The one account of progress he’d be willing to recognize is how the focus is finally moving from whether flipped learning is good, and decidedly into the kinds of flipped practices that are.
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