In this week, the existing sources listed in week 3 were analysed using the CRAAP test to measure their currency, relevancy, accuracy, authority and purpose.

Source 1: 
Findlay-Thompson, Sandi and Mombourquette, Peter, Evaluation of a Flipped Classroom in an Undergraduate Business Course (2014). Business Education & Accreditation, v. 6 (1) p. 63-71, 2014. Available at SSRN: https://ssrn.com/abstract=2331035.

Currency	Published in 2014, within the last 10 years. It has been referenced more than 20 times in the last 6 years, and downloaded more than 2,600 times supporting its’ currency. Suitable for the current project.
Relevancy	Information is directly related to the project topic. In depth analysis provides a well researched paper applicable to flipped classrooms and tertiary education. Intended audience is for both students and professionals/tertiary educators. Seeks to review all stakeholder perspectives.
Authority	Both authors are clearly identified, and from a professional, academic background. Both from the Mount Saint Vincent University.
Accuracy	Research paper references over 20 other sources, and this evaluation has been references many times per above. Accredited publication platform.
Purpose	Information provided is unbiased with many perspectives taken into consideration. Information-based review to evaluate both advantages and disadvantages to allow the audience to decide their stance on flipped classrooms and tertiary education.

 

Source 2:
Roehl, Amy, Shweta Linga Reddy, and Gayla Jett Shannon. “The flipped classroom: An opportunity to engage millennial students through active learning strategies.” Journal of Family & Consumer Sciences 105.2 (2013): 44-49.

Currency	Published in 2013, very near the publication date of Source 1. Within the last 10 years, suitable for the project.
Relevancy	Discusses active learning strategies – specific to flipped classrooms and education. The target audience of this paper however is more aimed at the leadership roles and committee within universities to actively consider the use of technology when implementing appropriate learning strategies.
Authority	All three authors can easily be identified. All are not globally known, but are experts in their own fields as professors at Texas Christian University.
Accuracy	Due to the credibility of the authors and time of publication, information can be see as both reliable and correct from their accounts. Many references provided in their paper from multiple sources over a span of 10 years.
Purpose	Information provided is to influence readers to consider more than one teaching style, to consider technology, to discuss impacts on the student body, however does not attempt to influence the audience to choose one particular teaching approach.

 

Source 3:
Milman, N. B. (2012). The flipped classroom strategy: What is it and how can it best be used?. Distance learning, 9(3), 85.

Currency	As are the other sources, this source published this paper in 2012, within the last 10 years. It has not been reviewed since publication, however is suitable to the project given the nature of the content.
Relevancy	This source directly discusses the use of flipped classrooms in all levels of education – including tertiary – with an intended broad audience. Author aims factual information for students to consider their interaction with the university, and lecturers to consider their interactions with their students, by looking at what technology (tools) they have available to them.
Authority	Author holds a PhD and is an expert in her field as a professor of educational technology at George Washington University in the US.
Accuracy	The information provides strong arguments for the use of technology in tertiary education with all information supported by various sources dating back 5+ years.
Purpose	The purpose of this paper is to provide research into the impacts – both positive and negative – promoting the use of technology to provide distance education.

 

Source 4:
Aydın, B., & Demirer, V. (2016). Flipping the drawbacks of flipped classroom: effective tools and recommendations. Journal of Educational and Instructional Studies In The World, 6(1), 33-40.

Currency	Journal was published in 2016 – this is the most recent publication to date in this project. Published in an educational journal by two university professors. Suitable for the project.
Relevancy	Journal directly discusses the emergence of this new age teaching approach and how technology is enabling out of the box thinking when it comes to education delivery. This is very relevant to the project topic.
Authority	Both authors are professors and experts in their field at the Süleyman Demirel University in Turkey. Both work in different departments, supporting an unbiased review and presentation of information.
Accuracy	Authors have throughout their research provides other credible sources at other universities in other countries to support their findings. Specific method of analysis is not identified in the research paper, however the authors provided further keywords to find additional supporting material such as ‘web-based tools’, ‘mobile technologies’, distance education’, aligning the content with the project topic.
Purpose	The intent of this source is to provide information to enable readers to make educated decisions on what tools they could use. This study may however be bias towards the flipped classroom benefits more than disadvantages given the title includes recommendations.