Resumen de Investigating effects of teachers in flipped classroom: a randomized controlled trial study of classroom level heterogeneity
Julie Buhl Wiggers, Lisbeth la Cour, Mette Suder Franck, Annemette Kjærgaard
The increased popularity of fipped classroom in higher education warrants more thor‑ ough investigation of the pedagogical format’s efects on student learning. This paper utilizes two iterations of a randomized feld experiment to study the efects of fipped classroom on student learning specifcally focusing on heterogeneous treatment efects across the important classroom-level factor of teachers. The empirical setting is an undergraduate macroeconomics course with 933 students and 11 teachers. Our fndings show a positive yet insignifcant average efect of fipped classroom on both pass rate and fnal exam grades. We further fnd substantial shifts in the ranking of the participating teachers’ efectiveness when comparing traditional and fipped classroom conditions, which suggests that the most successful teacher in a traditional teach‑ ing environment is not necessarily the most successful teacher in a fipped classroom environment.
