The Flipped Classroom: A Survey of the Research Jacob Bishop and Matthew Verleger review the research on the flipped classroom, a pedagogical approach that reverses traditional teaching methods. This model uses asynchronous video lectures and practice problems as homework, and interactive, group-based problem-solving activities in class. The flipped classroom combines active, problem-based learning with direct instruction, reflecting a blend of constructivist and behaviorist theories. The paper provides a comprehensive survey of existing research on the flipped classroom, analyzing studies based on in-class and out-of-class activities, evaluation methods, and methodologies. Most studies focus on student perceptions, with mixed but generally positive results. Students often prefer in-person lectures over video lectures but favor interactive classroom activities. While anecdotal evidence suggests improved learning outcomes, there is limited objective research on student learning outcomes. The flipped classroom emerged from technological advancements and ideological shifts, enabling free access to educational resources. Online learning has improved, with video lectures and homework showing effectiveness. However, rising tuition costs and the need for quality education have increased pressure on traditional institutions to enhance in-person learning. The flipped classroom is defined as an educational technique involving interactive group learning in class and computer-based instruction outside. It is distinct from simply reordering activities. Theoretical frameworks, including constructivism, collaborative learning, and problem-based learning, underpin the flipped classroom. These theories emphasize student-centered learning, active engagement, and collaboration. Research on the flipped classroom is limited, with most studies focusing on student perceptions. Only a few have examined objective learning outcomes. The paper recommends future research using controlled studies to evaluate the effectiveness of the flipped classroom on learning outcomes. It also emphasizes the importance of theoretical frameworks in designing in-class activities. The paper highlights the need for further research to understand the flipped classroom's impact on learning, particularly in terms of objective outcomes. It suggests that future studies should use controlled experimental designs and consider the theoretical basis for in-class activities. The flipped classroom represents a significant shift in education, combining technology and pedagogy to enhance learning experiences.The Flipped Classroom: A Survey of the Research Jacob Bishop and Matthew Verleger review the research on the flipped classroom, a pedagogical approach that reverses traditional teaching methods. This model uses asynchronous video lectures and practice problems as homework, and interactive, group-based problem-solving activities in class. The flipped classroom combines active, problem-based learning with direct instruction, reflecting a blend of constructivist and behaviorist theories. The paper provides a comprehensive survey of existing research on the flipped classroom, analyzing studies based on in-class and out-of-class activities, evaluation methods, and methodologies. Most studies focus on student perceptions, with mixed but generally positive results. Students often prefer in-person lectures over video lectures but favor interactive classroom activities. While anecdotal evidence suggests improved learning outcomes, there is limited objective research on student learning outcomes. The flipped classroom emerged from technological advancements and ideological shifts, enabling free access to educational resources. Online learning has improved, with video lectures and homework showing effectiveness. However, rising tuition costs and the need for quality education have increased pressure on traditional institutions to enhance in-person learning. The flipped classroom is defined as an educational technique involving interactive group learning in class and computer-based instruction outside. It is distinct from simply reordering activities. Theoretical frameworks, including constructivism, collaborative learning, and problem-based learning, underpin the flipped classroom. These theories emphasize student-centered learning, active engagement, and collaboration. Research on the flipped classroom is limited, with most studies focusing on student perceptions. Only a few have examined objective learning outcomes. The paper recommends future research using controlled studies to evaluate the effectiveness of the flipped classroom on learning outcomes. It also emphasizes the importance of theoretical frameworks in designing in-class activities. The paper highlights the need for further research to understand the flipped classroom's impact on learning, particularly in terms of objective outcomes. It suggests that future studies should use controlled experimental designs and consider the theoretical basis for in-class activities. The flipped classroom represents a significant shift in education, combining technology and pedagogy to enhance learning experiences.