Comparative analysis of learner interactions in flipped and traditional classes using social network analysis

Flipped class is a teaching innovation that has been widely applied, but few studies have examined the flipped design from learner interactions perspective. There has been applied social network analysis to a course of 68 adults taught in two sections, one using a traditional design and the other, a flipped design. The results show that the two sections differed in ego centrality measures but not in satisfaction or learner performance.