Research

Online learning that actually works.

The FlipItPhysics approach is grounded in physics education and cognitive psychology research. Developed over the course of a decade at the University of Illinois, Urbana-Champaign, and originally launched as smartPhysics with publishing partners at Macmillan Learning, FlipItPhysics has been used by thousands of students and instructors at dozens of institutions across North America.

• Sadaghiani, Homeyra R. (2012). Controlled study on the effectiveness of multimedia learning modules for teaching mechanics. Physics Review Special Topics – Physics Education Research, 8, 010103.
• Sadaghiani, Homeyra R. (2012). Online Prelectures: An alternative to textbook reading assignments. The Physics Teacher, 50(5), 301.
• Sadaghiani, Homeyra R. (2011). Using multimedia learning modules in a hybrid-online course in electricity and magnetism. Physics Review Special Topics – Physics Education Research, 7, 010102.
• Chen, Z., Stelzer, T., Gladding, G. (2010). Using multimedia modules to better prepare students for introductory physics lectures. Physics Review Special Topics – Physics Education Research, 6, 010108.
• Stelzer, T., Brookes, D.T., Gladding, G., Mestre, J.P. (2010). Impact of multimedia learning modules on an introductory course on electricity and magnetism. American Journal of Physics, 77(7), 755-759.
• Stelzer, T., Gladding, G., Mestre, J.P., Brookes, D.T. (2009). Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content. American Journal of Physics, 77(2), 184-190.

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Dozens of articles and studies from researchers in the areas of physics education and cognitive psychology informed the authors during the development of FlipItPhysics, including these.

• P. Black and D. Wiliam, "Assessment and Classroom Learning", Assess. in Ed., March, p7-74 (1998).
• C. Crouch and E. Mazur, "Peer Instruction: Ten Years of Experience and Results," Am. J. Phys. 69, 970-977 (2001).
• R. Hake, "Interactive-engagement versus traditional methods: A six thousand-student survey of mechanics test data for introductory physics courses," Am. J. Phys. 66, 64–74 (1998).
• R. Sokoloff and R. K. Thornton, "Using interactive lecture demonstrations to create an active learning environment," Phys. Teach. 35, 340–347 (1997).
• R. E. Mayer, Multimedia Learning (Cambridge U.P., Cambridge, 2001).
• R.E. Mayer, The Cambridge Handbook of Multimedia Learning (Cambridge U.P., Cambridge 2005).
• E. Mazur, Peer Instruction: A User's Manual (Prentice Hall, Upper Saddle River, NJ, 1996)
• M. Novak, E. T. Patterson, A. D. Gavrin, and W. Christian, Just-In-Time-Teaching (Prentice Hall, Upper Saddle River, NJ, 1999).
• B. D. Smith and D. C. Jacobs, "TextRev: A window into how general and organic chemistry students use textbook resources," J. Chem. Educ. Res. 80, 99–102 (2003)
• N. S. Podolefsky and N. D. Finkelstein, "The perceived value of textbooks: Students and instructors may not see eye to eye," Phys. Teach. 44, 338–342 (2006).
• C. Clark, F. Nguyen, and J. Sweller, Efficiency in Learning: Evidence-based Guidelines to Manage Cognitive Load (Pfeiffer, San Francisco, 2006)
• Sweller, P. Chandler, P. Tierney, and M. Cooper, "Cognitive load and selective attention as factors in the structuring of technical material," J. Exp. Psychol. Gen. 119, 176–192 (1990)