The Flipped Classroom: It's (Still) All About Engagement

Prust, Cory J.; Kelnhofer, Richard W.; Petersen, Owe

doi:10.18260/p.24872

Cited by 11 publications

(15 citation statements)

References 3 publications

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“…13 However, Roa, Collins, and DiCarlo find "completing the quizzes in groups enhances the understanding of the material." 14 Moreover, Leight et al hypothesis that collaborative testing might improve students' obtainment of lowerorder learning outcomes (Bloom's levels 1 and 2), but not higher-order learning outcomes (Bloom's levels [3][4][5][6]. 15 Background Informal collaboration has always been encouraged in the two inverted courses of the present study: Thermodynamics and Mechanical Engineering Analysis.…”

Section: Introductionmentioning

confidence: 94%

“…However, several recent studies provide evidence that, when compared with other active learning pedagogies, the flipped classroom itself does not improve students' performance on traditional classroom assessments or design activities. [2][3][4][5][6][7][8][9][10] However, as one of the authors writes in a recent ASEE paper 11 there may be other reasons beyond students' immediate content learning to utilize the flipped classroom. One of these other reasons to flip a class is to implement structured student collaboration.…”

Section: Introductionmentioning

confidence: 99%

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A Study in Collaborative Learning in Flipped Class Environments

Canino¹,

Batson²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Student collaboration should encourage students to teach one another. Thus, course material is cemented in the teacher's mind, and the student being taught also benefits. It is hoped the taught becomes the teacher at another time on other topics. Before this study, the authors used class time in their flipped classrooms for quizzes, which served as formative assessments, and solving practice problems in informal groups. Many studies have shown the benefit of collaboration between students 1 so the authors hoped to increase the amount of collaboration among students by assigning students to groups and quizzing them in these groups at the end of each week.To test the group quizzing hypothesis, in Spring 2016, the authors conducted a study in two different courses, each having two sections, all taught in flipped mode. One section for each course was the control group. Collaboration was encouraged in the control group, but not formalized. In the study sections, after the middle of the semester, groups were chosen by the instructors. The groups worked as teams on practice problems, and took a group quiz at the end of the week.Groups were changed each week.Assessment was by comparing changes in exam performance between the control and study groups and through a survey.Comments in the survey indicated a change in student attitude when assigned to a group.Students revealed a desire to be supportive in their groups, and said they prepared accordinglyan encouraging result. However, less encouraging, students confessed to preparing less for group

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Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

A Study in Collaborative Learning in Flipped Class Environments

Canino¹,

Batson²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Mason also reported, however, that students in the same course reported doubts about freshmen and sophomore students possessing the maturity needed to succeed in the flipped format. Prust et al 10 reported student enthusiasm for the flipped model but few tangible gains in performance. They hypothesize this is due to a lack of student engagement with the required materials outside of class.…”

Section: Introductionmentioning

confidence: 99%

Comparison of On-Campus and Distance Learning Outcomes in a Flipped Materials Science Course

Cavalli

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Student performance in a flipped materials science course is assessed using pre-and posttests as well as a survey of student preferences and perceptions. Both on-campus and at-a-distance learners are included in the study. The general structure of the course and associated learning aids and outcomes is presented. Previous iterations of the course have included comparing flipped and traditional sections of the same course as well as changing requirements on topic quizzes/learning gates associated with recorded material in the flipped structure. In general, students in the flipped version of the course have performed better as measured by pre-and posttests than those in the traditional format. Students who were required to achieve a certain level of performance on topic quizzes reported spending more time with the material but did not necessarily demonstrate a marked improvement on the posttest compared to those who were only required to attempt the quizzes. In the current iteration, two variables are considered, 1) the effect of place for on-campus students (traditional classroom vs. SCALE-UP classroom), and 2) the effect of changing the format of discussion materials for distance students. Results show mixed outcomes with results to gains from pretest to posttest, but distance students tended to score higher on the pretest and show somewhat larger gains from pretest to posttest. Distance students tended to self-report higher confidence on the pretest than their on-campus peers. Their gains were smaller in this area and final reported confidence levels lower than on-campus students. Little effect of classroom setup was evident on performance or reported confidence between the two groups of on-campus students.

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“…The flipped classroom approach has increased in popularity for engineering and science courses [1] [2] in part because the traditional lecture approach is perceived to be ineffective for teaching essential problem-solving skills [3] . Time spent in the classroom is thought to be better used when the instructor supports students working in groups on problem-solving and other active learning activities.…”

Section: Introductionmentioning

confidence: 99%

“…In most flipped classroom implementations, the course content is presented through video lessons accessed online and which are either prepared by the course instructors or curated from existing sources [2] . The flipped classroom approach does not prescribe to include in the online content means for the students to test their knowledge and understanding.…”

Section: Introductionmentioning

confidence: 99%

Benefits of Active Learning Embedded in Online Content Material Supporting a Flipped Classroom

Maarek¹

2018 ASEE Annual Conference &Amp; Exposition Proceedings

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In the traditional flipped classroom paradigm, the course content is delivered online in advance of classroom time, which is reserved for active learning applications. The paradigm does not prescribe the inclusion of active learning in the online content. We examined the impact of embedding quizzes in the online content which required students to immediately apply the lessons' content for problem-solving. Our Medical Electronics course has been structured as a flipped classroom since 2014. In the 2017 offering, video quizzes were embedded in the fourteen online lessons that support the course. Each lesson video quiz comprised 3-5 short problems, formatted as free-response and objective questions. The students were told that simply attempting the quizzes would count for a small percentage of their overall course score. The software used to produce the online video lessons generated worksheets listing the students' responses to the embedded quiz questions scored for correctness. We examined the participation rate of the students in answering the online quiz questions during the semester and their quiz scores. We also investigated the correlations between participation and score on the online quizzes with performance on summative measures of assessment. Last, we compared the rate of online lesson viewing for the student cohort who had access to the video quizzes with the lesson viewing rates of prior cohorts who used the online lessons without embedded quizzes. We found that about 80% of students answered the online quiz questions. Receiving a high score on these questions was positively correlated with good performance on the summative assessment measures (p < 0.01). The inclusion of on-line video quizzes coincided with an increased viewership of the online video lessons that was sustained during the semester in comparison to the lesson viewership observed in prior offerings of the course. We conclude that the inclusion of online quiz questions in the video lessons added an active learning component to the lessons which increased the students' motivation to study the online content. Active learning exercises improves learning of the online lessons in the flipped classroom.

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The Flipped Classroom: It's (Still) All About Engagement

Cited by 11 publications

References 3 publications

A Study in Collaborative Learning in Flipped Class Environments

A Study in Collaborative Learning in Flipped Class Environments

Comparison of On-Campus and Distance Learning Outcomes in a Flipped Materials Science Course

Benefits of Active Learning Embedded in Online Content Material Supporting a Flipped Classroom

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