Committee Chair

Miller, Ted L.

Committee Member

Rausch, David W.; Crawford, Elizabeth K.; Ford, Dawn M.


School of Professional Studies


College of Health, Education, and Professional Studies


University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)


For more than two centuries, traditional college instruction in America has relied upon the use of the lecture as the model for the college classroom learning environment (Christensen & Eyring, 2011; Costin, 1972; Woodard, 2011). However, criticism of the lecture has led to the development of alternative instruction models (Dillenbourg, 1999a; Prince, 2004). The flipped classroom is one of these models. The flipped classroom flips the traditional model by moving content typically delivered through a lecture to an online environment and using class time for learning activities that are active and collaborative (Abeysekera & Dawson, 2015b). Despite many advocates for using the flipped classroom model, there has been little research on how effective the model is at generating desired student outcomes. Understanding the viability of the flipped classroom for promoting learning is necessary if college educators are going to utilize the model. This study considers the flipped classroom’s effectiveness in three areas: academic performance, critical thinking, and evaluation and perception of the learning environment. Additional consideration was given to the relationship between student perception and academic performance. This mixed methods study used a quasi-experimental, within subjects design. The population was comprised of students from two sections of a General Psychology course at a private, liberal arts university during one full fall semester. Treatments were counterbalanced so that each group of participants experienced the models in a different order. Individual qualitative interviews were conducted with 11 students who were recruited from the original sample.


Dr. Ted Miller who, from the point of initiation into this scholarly endeavor, provided guidance, perspective, and encouragement throughout my doctoral journey. Dr. Beth Crawford who served as professor, advisor, and believer in this study and in me. Dr. David Rausch and Dr. Dawn Ford for their support and enthusiasm for this project. I would also like to thank Cristy Pratt for her willingness to attempt something new despite the effort required and Mike Hastilow for his invaluable contributions, without which I am not sure how this work would have been completed.


Ph. D.; A dissertation submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Doctor of Philosophy.




Active learning; Critical thinking; Flipped classrooms


flipped classroom; critical thinking; active learning; collaborative learning; self-determination theory


Scholarship of Teaching and Learning

Document Type

Doctoral dissertations




xii, 225 leaves.