University of North Carolina at Chapel Hill

Two Published Studies on Flipping the Classroom
Paper Title: 
The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School
Journal:

Academic Medicine – Journal of the Association of American Medical Colleges

Year: 
2012
Research Team: 

Russell J. Mumper, Ph.D., Jacqueline E. McLaughlin, Ph.D., MS, Mary T. Roth, PharmD, MHS, Dylan M. Glatt, Nastaran Gharkholonarehe, PharmD, Christopher A. Davidson, ME, LaToya M. Griffin, Ph.D., and Denise A. Esserman, Ph.D. | UNC Eshelman School of Pharmacy

Highlights: 
After flipping his course, Dr. Mumper saw a 5 percent increase in students’ final exam grades between 2011 and 2013.
Paper Title: 
Instructional Design and Assessment
Pharmacy Student Engagement, Performance, and Perception in a Flipped Satellite Classroom
Journal:

American Journal of Pharmaceutical Education

Year: 
2012
Research Team: 

Russell J. Mumper, Ph.D., Jacqueline E. McLaughlin, Ph.D., MS, Mary T. Roth, PharmD, MHS, Dylan M. Glatt,, Nastaran Gharkholonarehe, PharmD, Christopher A. Davidson, ME, LaToya M. Griffin, Ph.D., and Denise A. Esserman, Ph.D. | UNC Eshelman School of Pharmacy

Highlights: 
91 percent of his students in the study said their learning was enhanced through the use of the flipped model, while 86 percent reported that they preferred learning through this method versus the traditional lecture model.