In the last ten or so years there has been a great deal of attention and interest in the flipped classroom model of instruction, with early discussions starting at least as early as 2000. The buzz around flipped classrooms has likely been fueled by the attention it has received in popular media, such as the U.S. News and World Report article in 2014 extolling the virtues of the flipped classroom model to strengthen STEM students' learning. A recent survey by Campus Technology found that 55 percent of the faculty they surveyed (～500) were flipping either some or all of their classes. The popularity of the flipped classroom has led to the establishment of the Flipped Learning Network (flippedlearning.org), and the recently published Best Practices For Flipping The College Classroom. In spite of the attention and interest, the flipped classroom model is still not clearly defined, and its virtues are often based on anecdotal evidence and student survey results. Though small, there is a growing body of scholarship on flipped classroom model.
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