&lt;em&gt;The Enhanced Flipped Classroom: Increasing Academic Performance with Student-recorded Lectures and Practice Testing in a "Flipped" STEM Course&lt;/em&gt;

Talley, Cheryl; Scherer, Stephen

doi:10.7709/jnegroeducation.82.3.0339

Cited by 107 publications

(30 citation statements)

References 18 publications

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“…A review of the previous studies indicated that these results agree with the results of: (Haroun& Sarhaan, 2015;Ozdemir;Zainuddin& Halili, 2016;Strayer, 2012;Talley & Scherer, 2013;Bradford et al, 2007;Ambreen, Haqdad & Saleem, 2016), who shown a positive effect of flipped learning model on Achievement. While the results did not agree with the results of (Shyu, 2014), who found no significant difference in the achievement, and (Blair, Maharaj & Primu, 2016) who reported a small progress effect of FCRS to enhance the Achievement.…”

Section: The Effect Of Fcrs In Enhancing Achievementsupporting

confidence: 80%

“…Many studies applied FCRS in many subjects and stages, however, before or during the lesson and comparing it with traditional methods, Talley & Scherer, (2013) documented an increase in students' academic performance within the FCR. In addition, Davies, Dean and Ball (2013) compared FCRS with traditional introductory in ICT course on the spreadsheet skills and found the FCRS more effective and the students demonstrated higher.…”

Section: Introductionmentioning

confidence: 99%

“…al., 2015). Then the students require the flexibility to access course materials, with several mobile devices at a proper time for them (Talley& Scherer, 2013). Additionally the FCRS require changing from various extensive assignments homework to shorter, more various assignments in the lessons, wherever the major task can be achieved during the class time, and that likewise was preferred by the learners (Gannod & Helmick, 2008).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self-Regulated learning skills of university students

El-Senousy¹,

Alquda²

2017

WJET

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The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students' achievement and self-regulated learning skills (SRLS) for 60 students enrolled in Comp101N course. The findings revealed a significant difference in both the mean of achievement test scores and SRLS scale of experimental group students and control group students in favor of the experimental group. A similar difference was found in the pre-and post-test achievement scores of experimental group students in favor of the post-test. The study recommended wider use of the FCRS in higher education and for post-graduate students.ABBREVIATIONS: Flipped Classroom (FCR) -Flipped Classroom strategy (FCRS) -Self-Regulated learning (SRL) -Self-Regulated learning skills (SRLSs).

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Section: The Effect Of Fcrs In Enhancing Achievementsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self-Regulated learning skills of university students

El-Senousy¹,

Alquda²

2017

WJET

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“…• computer science (Fetaji, Fetaji, Sukic, Gylcan, & Ebibi, 2016;Giannakos, Krogstie, & Aalberg, 2016;Reza & Ijaz Baig, 2015); • English language instruction (Yang, 2017); • engineering (Kecskemety, Corrigan, & Abrams, 2015;Lucke, Dunn, & Christie, 2017;Yelamarthi, K., Drake, E., & Prewett, 2016;Yusong & Daher, 2017); • operations management (Asef-Vaziri, 2015;Pragman, 2014;Prashar, 2015); • pharmacy (Cotta, Shah, Almgren, Macías-Moriarity, & Mody, 2016;Ferreri & O'Connor, 2013;Patanwala, Erstad, & Murphy, 2017); • psychology (Hudson et al, 2015;Talley & Scherer, 2013;Wilson, 2013);…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

Sharp

2017

JITE:IIP

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Aim/PurposeCompared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students enrolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. ContributionProvides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. FindingsResulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for PractitionersImplement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Comparison of Instructional Approaches 216 Recommendation for ResearchersBuild upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society Acknowledge the growing influence of technology on society as a whole.Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus compelling faculty to utilize instructional approaches beyond the traditional, lecture-based approach. Future ResearchIncrease the number of participants in the flipped instructional approach to see if it has a greater impact on student academic performance. Include factors beyond student academic performance to include gender, age, ethnicity, and previous academic history.

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“…This relevance is often overlooked. At a mid-size HBCU, Talley & Scherer (2013) reported that many students expressed dislike for STEM courses even though those courses are critical to graduation. This alienation can be counteracted by the relationship of the student and professors and peers in STEM courses (Toldson, 2013).…”

Section: Explore Importance Of the Problemmentioning

confidence: 99%

The Peer Assisted Teaching Model for Undergraduate Research at a HBCU

Wu¹,

Lewis²

2017

JEL

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Despite wide application of research skills in higher education, undergraduate students reported research and computer anxiety, and low association between research and their professional goals. This study aims to assess whether peer-assisted mentoring programs would promote positive changes in undergraduates' attitudes toward research. Using a quasi-experimental one-group, pretest-posttest research design, the study assessed changes in attitudes by having doctoral candidates mentor undergraduate students during a summer statistics camp. Findings from paired-samples t-test indicated that students became familiar with the twelve statistical concepts upon completion, gained more positive affect related to statistics and an increase in their positive attitude about statistical skills, whereas they had lower scores prior to it. Notwithstanding the small sample size, these data indicate that including a peer assisted statistics camp in the academic curriculum would be beneficial for undergraduate students and increase their knowledge about research and statistics.

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<em>The Enhanced Flipped Classroom: Increasing Academic Performance with Student-recorded Lectures and Practice Testing in a "Flipped" STEM Course</em>

Cited by 107 publications

References 18 publications

The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self-Regulated learning skills of university students

The Effect of Flipped Classroom strategy using Blackboard Mashup tools in enhancing achievement and Self-Regulated learning skills of university students

A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

The Peer Assisted Teaching Model for Undergraduate Research at a HBCU

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