Research for flipped learning

Currently, two pedagogical approaches, the flipped classroom (FC) and flipped learning (FL), seem to be attracting many teachers who are trying to change the traditional learning culture to a more learner-centered and active way of studying the subject. The FC is a pedagogical approach which is often associated with watching videos at home before lessons and doing “homework” at class. My PhD study holds that the model of flipped classroom (FC) can represent a theory of change for teachers who strive to change their classroom practice. In this capacity, the FC model challenges and supports the teachers to transform their teaching approaches to build new kind of learning culture. FL denotes a broader aim: professional development in which teachers consciously place themselves in a position that requires them to completely rebuild the role of the teacher.
In my PhD study I focus on four mathematics teachers who have made a radical change in their pedagogical practice several years ago with FC after which they development goal was to see learning through the eyes of students and help them become their own teachers. I posit that this kind of teachers are valuable for research for two reasons: They help us to understand the process of conceptualization of the phenomenon of FL. They also help us to understand teacher’s agency and identity in educational change in settings where teachers are excited to create new pedagogical practices and roles to break away from the traditional taken-for-granted ways of organizing mathematics teaching.
I argue that educational change can arguably only be realized when teachers are involved as contributors to the process. A successful educational change asks for teacher agency, which refers to their capability to critically evaluate and reconstruct the conditions of their work and professional identities.
I am recognized as an expert of FL in Finland at the practical and theoretical level. I popularized my ICME 13 conference article by writing a book “Flipped learning in Finland” published by Edita with two teacher informants of my PhD study. I am also a co-author in the Ministry of Education’s new book with article “Flipped learning and formative assessment in mathematics”.
Here you can find links to the new book and some my articles in English, which are not directly connected to my PhD study. Feel free to contact me if you have any questions, you are looking for a teacher trainer or you are interested in collaboration:


    1. I find this very interesting. I currently work in the professional world of Learning and Development within a large corporation. I was not educated in learning pedagogy but rather business and HR while pursuing a Master's Degree. While there are some elements of flipped learning that are incorporated into our learning programs, I have seen this in greater depth while watching my children in their high school education. My oldest daughter took either calculus or precalculus from a teacher who obviously was trying to employ a "flipped classroom". She had prerecorded lectures which were given as assignments to watch outside of class and then class time was dedicated to working through problems. I believe collaboration was encouraged but I don't know to what extent and she certainly went and helped some (but believe that there struggles for her to individually help the large number of students). I think overall, this was a positive learning experience for my daughter as she could refer back to content, not to mention supplement with other online resources (Khan Academy and the like).

      My 2nd daughter now is taking precalculus from a traditional classroom teacher. Her experience has been awful. Homework is graded and the teacher does not seem to cover much of the subject matter. They are left to their own devices. While my daughter would certainly benefit from the collaboration with others, she struggles to initiate this outside of class.

      From that simple and unscientific observation, I see the value in the flipped method. I do have some reservations however as advanced mathematics becomes increasingly complex and at times difficult for individuals to grasp concepts on their own. I would be curious to read more about this and how this applies to higher level mathematics and in other settings.

    2. Nice ideas Marika, I look forward to reading the linked article.

      I am currently working on my dissertation proposal and looking a K-12 classroom teachers who have flipped their classrooms as most research has been conducted at the university level while most "flippers" are public school teachers. I'm looking at what activities they are using in the classroom time that has been freed up by taking lecture out of the classroom. At first glance I think your flipped learning idea seems what Jon and Aaron are calling the "flipped mastery" model.

      As a side note, I am note a fan of Stayer's research (2012) as it is very easy to argue that he did not actually flip his class when conducting his research.

      Good luck with your research.


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    7. Thanks Janivelia. Our brand new book Flipped Learning in Finland (in English) will be available on next month.

    8. You can order the book from here