Beth Simon, Julian Parris, and Jaime Spacco. 2013. How we teach impacts student learning: peer instruction vs. lecture in CS0. In Proceeding of the 44th ACM technical symposium on Computer science education (SIGCSE '13). ACM, New York, NY, USA, 41-46. http://doi.acm.org/10.1145/2445196.2445215
=> Replaced lecture with peer instruction (PI) in a non-majors CS0 course (i.e., the one before a traditional freshman majors class) resulted in approximately a half letter grade improvement (N=90). The PI class was assigned reading before class that was assessed with a short quiz at the beginning of each class. Much of the lecture was replaced with a sequence of: 1) individual clicker responses; 2) discussion in assigned groups; and 3) individual clicker responses again; 4) whole-class discussion.
Leo Porter, Cynthia Bailey Lee, Beth Simon, and Daniel Zingaro. 2011. Peer instruction: do students really learn from peer discussion in computing? In Proceedings of the seventh international workshop on Computing education research (ICER '11). ACM, New York, NY, USA, 45-52. http://doi.acm.org/10.1145/2016911.2016923
=> Replaced lecture with peer instruction in two upper-division majors courses (Intro to Computer Architecture, N=51; and Intro to Theory of Computation, N=45). PI implemented similarly as first paper (above). Findings that 85-89% of "potential learners" benefit from peer discussion. 90% of students broadly agree that "I recommend that other instructors use our approach ... in their courses."
Louis Deslauriers, Ellen Schelew, and Carl Wieman. 2011 Improved Learning in a Large-Enrollment Physics Class. In Science 13 May 2011, 332 (6031), pp. 862-864. http://www.sciencemag.org/content/332/6031/862.short
=> In two Quantum Mechanics physics courses (N=~270 each), flipping one week of the course (replacing lecture with a variety of active learning activities) resulted in increased student attendance, higher engagement, and improvement in learning from average test scores of 41 to 74. The active learning classes included "pre-class reading assignments, pre-class reading quizzes, in-class clicker questions with student-student discussion, small-group active learning tasks, and targeted in-class instructor feedback. ... The small-group tasks were questions that required a written response. Students worked in the same groups but submitted individual answers at the end of each class for participation credit."
Jason A. Day and James D. Foley. 2006 Evaluating a Web Lecture Intervention in a Human-Computer Interaction Course. In IEEE Transactions on Education, Vol. 49, No. 4, 420-431. http://ieeexplore.ieee.org/xpls/abs_all.jsp?arnumber=4012664
=> Flipping an HCI course resulted in grades that were just about a full letter grade higher in comparison to a control condition. The control reduced the amount of lecture time by the estimated time students watched material outside of class. The lectures were replaced with web-based video lectures including PowerPoint slides and video of the instructor - much like today's MOOCs. Students had short quizzes on the web lectures before class. These "Lecture Homework Assignments" (LHWs) were "synthesis-type questions that require students to discern and elaborate on concepts covered in the lecture" - "not simply verification or summary-type questions". After the LHWs, class time included "project-related group presentations, small breakout group discussions and presentations, redesign sessions, design critiques, design reviews with HCI experts, role-playing activities, discussions with local HCI practitioners, and others."