Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success

Hotle, Susan; Garrow, Laurie A.

doi:10.1061/(asce)ei.1943-5541.0000259

Cited by 56 publications

(46 citation statements)

References 7 publications

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“…In a study using an undergraduate course in civil engineering, Hotle and Garrow attempted to control for confounding variables by comparing a flipped and traditional lecture course taught during the same semester by the same instructor. 12 All other variables in this study were identical, though the traditional section did not incorporate any form of active learning. Student quiz performance did not differ significantly between treatments.…”

Section: March 2017mentioning

confidence: 99%

Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment

Goates¹,

Nelson²,

Frost³

2017

CRL

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Librarians at Brigham Young University compared search statement development between traditional lecture and flipped instruction sessions. Students in lecture sessions scored significantly higher on developing search statements than those in flipped sessions. However, student evaluations show a strong preference for pedagogies that incorporate elements from both lecture and flipped methodologies. Reasons for lower flipped-session scores may include a lack of student accountability, strong preference for a live demonstration, and disconnections between online tutorial content and in-class collaborative activities. Librarians using a flipped classroom should consider ways to help students make meaningful connections between online tutorials and in-class activities.Many institutions of higher education are using a flipped classroom teaching model to provide enhanced learning opportunities for students. 1 This model moves traditional lecture material to be completed as homework (for instance, reading assignments and video-recorded lectures), reserving class time for hands-on application and collaborative activities. 2 Multiple studies in various academic disciplines have compared student learning outcomes between the flipped classroom and traditional lecture methodologies in credit-bearing courses. Results from these studies have generally shown improved learning outcomes for students in a flipped classroom environment.The flipped classroom model can also be used in noncredit-bearing single-session workshops, such as library instruction sessions. Implementation of this model for library instruction necessitates the creation of instructional materials that students can complete prior to the library session, such as online library tutorials or video recordings. Many librarians have compared the effectiveness of online tutorials to face-to-face instruction. While results vary, most studies have found that online tutorials are equally as effective as face-to-face instruction for student comprehension of library instruction concepts. 3 Consequently, many academic librarians have incorporated online tutorials

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Section: March 2017mentioning

confidence: 99%

Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment

Goates¹,

Nelson²,

Frost³

2017

CRL

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“…Canino [5] and Hotle and Garrow [2] noted that students believed they learned the course material better in a flipped classroom than they would have in a traditional classroom. Moreover, Smith noted that students felt better prepared for assessments when they learned in a flipped classroom [6].…”

Section: Student Perceptions Of the Flipped Classroommentioning

confidence: 99%

“…By bringing homework into the classroom, they found that students were no longer concerned about their workload. Hotle and Garrow taught a civil engineering systems course using both flipped and traditional classrooms [2]. With the flipped classroom, they used in-class time to work on homework problems.…”

Section: Student Workloadmentioning

confidence: 99%

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A Case Study on Blended Learning in Engineering Education

Harris

Park²

2017

PCEEA

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“…Many researchers have studied the way in which a flipped classroom approach could be integrated into Higher Education for different disciplines (O'Flaherty and Phillips 2015; Betihavas et al 2016) and many of them have compared traditional and flipped classroom approaches (Marcey and Brint 2012;Tune et al 2013;Baepler et al 2014;Gilboy et al 2014;Hotle and Garrow 2016;Limniou et al 2015;Peterson 2013;Blair et al 2016). For example, they have found that through a flipped classroom approach students have a more efficient and autonomous interaction with learning material thus increasing students' collaboration with their peers in the classroom and increasing students' interaction time with their teachers (Enfield 2013;Roach 2014;Wanner and Palmer 2015).…”

Section: Introductionmentioning

confidence: 99%

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

2017

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The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom approach delivered by two different teachers. One teacher introduced them to social and the other to clinical psychology. 81 students evaluated their experience on social psychology and 119 students on clinical psychology. Although all students had similar preferences on following either the traditional or the flipped classroom approach in both subject domains, a significant difference in students' views related to the teachers' contribution to teaching approach, students' HOTS development and the choice of learning material was observed. This investigation concluded the importance of the intricate relationship between the choice of learning material and activities, and the teacher's contribution to the flipped classroom approach and their expectation/behaviour toward technology.

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Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success

Cited by 56 publications

References 7 publications

Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment

Search Strategy Development in a Flipped Library Classroom: A Student-Focused Assessment

A Case Study on Blended Learning in Engineering Education

Traditional and flipped classroom approaches delivered by two different teachers: the student perspective

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