Education Commons^™

An Exploratory Study Of University Students’ Regulation Profiles And Satisfaction With Flipped Classrooms, J. Reinaldo Martínez-Fernández, Ingrid Noguera-Fructuoso, Anna Ciraso-Calí, Antonio Vega-Martínez

Revista Española de Pedagogía

No abstract provided.

Flip The Switch: Swapping The Socratic Method For Applied Learning In Evidence Law 646, Chelsi Hayden

UNL Faculty Course Portfolios

This course portfolio documents my evaluation of my teaching methods and student learning in an Evidence law course. My goal was to document positive outcomes associated with applied learning through a flipped course structure. The data, however, suggests that more research is necessary to determine whether there is a strong correlation between a flipped course and student learning. The data suggests students are generally performing as expected in the course. It also indicates that providing lectures and problem sets before class is effective but may not be more effective than providing them in class, suggesting the timing of the lectures …

Hrha 440: Human Rights, Conflict, And Community Changemaking: A Faculty-Led Inquiry Into Reflective And Scholarly Teaching Benchmark Portfolio, Julia Reilly

UNL Faculty Course Portfolios

This portfolio examines the extent to which HRHA 440: Human Rights, Conflict, and Community changing equipped students with the agency and confidence they need to be human rights changemakers. The purpose of this portfolio was to structure a re-design of the course towards a more collaborative, flipped classroom approach, and then to assess the extent to which this course re-design promoted achievement of the course learning outcomes. To assess achievement of the learning outcomes in the redesigned course, comparison of the results pre and post survey of the Spring 2022 cohort of students was used. Then, to assess the effects …

Examining Changes In Learning And Engagement Of Higher Education Students In A Fully Online Flipped Learning Distance Education Classroom, James David Riel

Graduate Theses, Dissertations, and Problem Reports

The challenge of implementing effective online distance education courses for academics and institutions is a centuries-old task. We can look across early developments in the 18^th century with the creation and delivery of correspondence courses; into the 20^th century with teaching and learning across analog methods such as audio and video; and now in the current era of digitized mechanisms that enable the online classroom. This includes advances in internet technologies and computing abilities that are the empowering the backbone processes, bridging connectivity between the student and the instructor. As society has trended toward massive increases in online …

Implementing The Flipped Classroom In An Undergraduate Corporate Finance Course, Jayendra S. Gokhale

Publications

This study analyzes flipped mode of instruction in Corporate Finance. In the current environment, with many students in quarantine and greater emphasis on self-study, it is even more relevant to understand how students understand and retain concepts derived from online environment. In this study, performance of students in flipped mode is compared with the performance in traditional lecture-style. In flipped class, students watched a brief video-lecture, took an online assessment quiz prior to attending an interactive discussion-based class session, unlike the traditional lecture style. The results of this study suggest that with flipped mode, most students take greater responsibility of …

6 Models For Blended Synchronous And Asynchronous Online Course Delivery, Heather M. Farmer

Publications and Scholarship

This article proposes six models of blended online course delivery, ranging from a highly supported faculty-guided model to an independent self-paced model.

Guided Online Case Scenarios Support Development Of Clinical Decision-Making Skills In Speech-Language Pathology Master’S Students, Krystal L. Werfel, Gabriella Reynolds

Teaching and Learning in Communication Sciences & Disorders

Flipped classrooms are increasingly recommended by scholars of teaching and learning, and some have argued that active learning is the key ingredient in this model’s success. This paper describes the creation and implementation of online guided case study scenarios using the test function of a learning management system, as well as evaluation of their effectiveness based on (a) performance of students on separate graded case study assignments and (b) student self-reflection of learning and feedback elicited in an end-of-course survey. The case studies were developed for use in a master’s level speech-language pathology course on aural rehabilitation that occurs during …

Collaborating On Flipped Library Sessions: 8 Best Practices For Faculty & Librarians, Nicole R. Webber, Stephanie Wiegand

University Libraries Faculty Publications

Library instruction varies in format but often manifests in the librarian teaching a single, isolated class session—what librarians refer to as a “one-shot.” Many challenges accompany this traditional format, including time-constraints, disengaged audiences, and little understanding on the part of the student as to how the library instruction integrates with course content. Flipped Learning methods can help counter these challenges even when the overall course is not based on a flipped model. They liberate librarians and faculty from the one-shot model and expand opportunities for library instruction to occur at multiple times in a course, to be delivered virtually or …

Faculty Members’ Experiences With The Implementation Of Flipped Classroom Environments In Higher Education, Fatimah Alebrahim, Heng-Yu Ku

Journal of Educational Research and Innovation

Active learning is an instructional strategy that focuses on the active learning process by involving students with engaging materials and activities in the class which leads to higher order thinking and increases students’ performance. The flipped classroom is one of the latest models that allows more time in class for applying active learning strategies. This model focuses on providing a media lesson to the students that must be completed outside of the classroom and prior to the class after which the teacher demonstrates different activities related to the media lesson during class time. The purpose of this qualitative study was …

Flipping A Course On Entrepreneurial Leadership In Ethnic Chinese Business: A Mobile Learning Perspective, Thomas Menkhoff

Research Collection Lee Kong Chian School Of Business

This exploratory article reflects on the teaching experiences for a course on “Entrepreneurial Leadership in Ethnic Chinese Business” at the Singapore Management University (SMU). It was categorised as a mobile learning course with reference to the flipped classroom model, learner mobility, and user-generated content outside the classroom. We examine three examples of mobile learning projects which were assigned to students so that they would be able to internalise key course objectives such as gaining an appreciation of the structure, functions, and cultural uniqueness of traditional small Chinese business organisations in Singapore. The paper also addresses some of the challenges faced …

Teaching Tip: The Flipped Classroom, Heng Ngee Mok

Heng Ngee MOK

The flipped classroom has been gaining popularity in recent years. In theory, flipping the classroom appears sound: passive learning activities such as unidirectional lectures are pushed to outside class hours in the form of videos, and precious class time is spent on active learning activities. Yet the courses for information systems (IS) undergraduates at the university that the author is teaching at are still conducted in the traditional lecture-in-class, homework-after-class style. In order to increase students’ engagement with the course content and to improve their experience with the course, the author implemented a trial of the flipped classroom model for …

The Impact Of Flipping An Educational Psychology Classroom On Learning At Different Levels Of Bloom's Taxonomy, Mona Ibrahim 2993299, Itohan Agbenin

Perspectives In Learning

This study examined the effects of the flipped classroom (FC) on overall learning in an undergraduate educational psychology course. Learning in the FC at the different levels of learning in Bloom’s Taxonomy (BT) was also investigated. We predicted that students in the FC would learn more than students in the traditional class and that students in the FC would initially score higher on items assessing lower BT levels (LL), but as they get more FC experiences would score higher on items assessing higher levels of BT (HL). Results indicated that there were no differences in exam scores between the traditional …

Student Performance In A Pharmacotherapy Oncology Module Before And After Flipping The Classroom, John B. Bossaer, Peter Panus, David W. Stewart, Nick E. Hagemeier, Joshua George

John B. Bossaer

Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average …

Flipped Classrooms In The Humanities: Findings From A Quasi-Experimental Study, Bryce F. Hantla

Christian Perspectives in Education

This quasi-experimental study explored the effects of flipping the classroom on perceptions of students in humanities settings. This control-matched study examined the effects of the flipped classroom on seven subscales from a satisfaction inventory. Out of 130 students, n = 62 (47.7%) completed the study. Flipped classes reported a more ideal classroom environment on Innovation and Individualization (p < .001). Additionally, flipping provides instructors more time to focus on deeper learning strategies than traditional courses.

Student Performance In A Pharmacotherapy Oncology Module Before And After Flipping The Classroom, John B. Bossaer, Peter Panus, David W. Stewart, Nick E. Hagemeier, Joshua George

Nicholas E. Hagemeier

Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average …

Proposal For Implementing The Flipped Learning Method In Dentistry English, Zumrut Cassidy

MA TESOL Collection

In traditional teaching, the information is given to the students in the class by the lecturer through different sources. The digestion of the information is done by the students at home. Therefore, the time that is allocated for the production and the practice of the taught subject becomes limited. Yes, "flipped learning" changes that totally. The idea behind it is schoolwork at home and homework in class. This study seeks to find out what flipped learning contributes to learning and how it deals with boosting the students' autonomy. In the flipped learning way of teaching, students are supposed to take …

Getting Started With Team-Based Learning, Deborah A. Davis

Interdisciplinary Journal of Problem-Based Learning

No abstract provided.

A Study Of Flipped Information Literacy Sessions For Business Management And Education, Madeline Cohen, Alison Lehner-Quam, Jennifer Poggiali, Robin Wright

Publications and Research

This presentation reports the results of a quantitative study of flipped classroom approaches to information literacy instruction in business and education classes. The presenters used pre- and post-tests to assess learning objectives for students in traditional class sessions and flipped sessions. The findings of our study show a statistically significant improvement in student achievement on pre-tests for those students in the flipped group, but no statistically significant difference in learning outcomes on the post-tests. We discuss the implications of these and other results, as well as the design and execution of the classes.

Student Performance In A Pharmacotherapy Oncology Module Before And After Flipping The Classroom, John B. Bossaer, Peter Panus, David W. Stewart, Nick E. Hagemeier, Joshua George

ETSU Faculty Works

Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module.

Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average …

Blended And Flipped, Theresa Butori

Winthrop Conference on Teaching and Learning

STEM courses, in particular, challenge educators and learners to learn complex processes, much of which is not intuitive or outside their realm of experience. Blended learning and flipped classrooms allow educators to tackle the rigors of STEM education head-on (Bishop & Verleger, 2013).

Defining blended and flipped: “Course that integrates online elements into face-to-face delivery. Content and materials are available online and typically keeps all or most face-to-face meetings. The inverted, active learning classroom “flips” the in-class and homework activities, often by moving content lectures before class, in that students watch online lectures at home, while class time is spent …

Teaching Innovation: Equipping Students To Overcome Real-World Challenges, Jamye Foster, Gallayanee Yaoyuneyong

Faculty Publications

© 2016 The Author(s). Business students beginning their careers find that they must innovate to solve nebulous problems, work in interdisciplinary groups and environments, and effectively communicate their knowledge to colleagues and clients with diverse backgrounds. Addressing this, researchers devised a flipped classroom cross-disciplinary (CD) client-based project (CBP), in which two different business classes, containing students from two different fields, worked together on a semester-long project. The project aimed to address three areas in which students tend to be weak as they attempt to begin their careers: innovativeness, interdisciplinary collaboration, and real-world experience. The flipped classroom CD CBP was centered …

Management Accounting – Combining Blended Learning And Mobile Apps To Enhance The Flipped Classroom Concept, Daniel King

Teaching and Learning in a Digital Context

The primary purpose of this paper is to demonstrate how Blended Learning, Mobile Apps and other technological innovations can be combined with the Flipped Classroom concept to enhance the delivery of a Management Accounting module. In this study there were two separate but linked objectives in introducing the Flipped Classroom, Blended Learning and Mobile Apps. Firstly, to explore if the students would engage with the Flipped Classroom concept and secondly to explore if the students would engage with the Blended Learning elements (including mobile Apps) which were designed to support the Flipped Classroom. Currently, there is no single model for …

Flipped Calculus: A Study Of Student Performance And Perceptions, Lori Beth Ziegelmeier, Chad M. Topaz

Lori Beth Ziegelmeier

No abstract provided.

Flipped Calculus: A Study Of Student Performance And Perceptions, Lori Beth Ziegelmeier, Chad M. Topaz

Chad M. Topaz

No abstract provided.

Students’ Perspectives On Flipped Classroom Implementation In Higher Education, Joelle Elmaleh, Nachamma Sockalingam

Research Collection School Of Computing and Information Systems

This paper reports students' experiences with a Flipped Classroom pedagogy model in an undergraduate programming course and suggests ways to improve the Flipped Classroom implementation.

Outsourcing Learning: Is The Statecraft Simulation An Effective Pedagogical Alternative?, Chad Raymond

Faculty and Staff - Articles & Papers

Although rising costs have been a general trend in higher education since the early 20th century, a fundamental restructuring of the higher education marketplace is currently underway. In recent decades students and their parents have been forced to finance college education through greater and greater debt. As a result, students and their families are increasingly demanding that institutions of higher learning provide evidence of value. Universities must now ask what methods of instruction most efficiently expand a student's knowledge base. Can instruction that has been traditionally supplied in a physical classroom be delivered more effectively at lower cost through digital …

Hist 208: History Of World War Ii—A Peer Review Of Teaching Project Inquiry Portfolio, Thomas Berg

UNL Faculty Course Portfolios

This Inquiry Portfolio explores the efficacy of the “flipped classroom” format for university-level history courses for students, the professor, and the history department. While creating a clear outline of expectations, readings, examination and quiz requirements will allow the student to better organize their study time, I wanted to know if the “flipped format” would help my students master the knowledge, develop good discussion skills, and practice critical thinking skills learned during classroom discussions. Also, not having taught any flipped courses, I needed the experience to discuss cogently with my peers the desirability and practicality of offering flipped history courses.

A Discussion Of A Flipped Classroom Model (For Calculus), And Of The Use Of Self-Graded Homework, Frédéric D. Mynard

Interdisciplinary STEM Teaching & Learning Conference (2012-2019)

The intent is to share my experience with a flipped Calculus course using resources I have developed: instructional videos, e-books, and a comprehensive set of resources for self-graded homework. I have also used this technique successfully for other non-flipped courses, and this may be of interest whether one wants to flip the classroom or not.

Teaching Tip: The Flipped Classroom, Heng Ngee Mok

Research Collection School Of Computing and Information Systems

The flipped classroom has been gaining popularity in recent years. In theory, flipping the classroom appears sound: passive learning activities such as unidirectional lectures are pushed to outside class hours in the form of videos, and precious class time is spent on active learning activities. Yet the courses for information systems (IS) undergraduates at the university that the author is teaching at are still conducted in the traditional lecture-in-class, homework-after-class style. In order to increase students’ engagement with the course content and to improve their experience with the course, the author implemented a trial of the flipped classroom model for …

Blended Language Learning: An Effective Solution But Not Without Its Challenges, Christopher Johnson, Debra Marsh

Higher Learning Research Communications

The study discussed in this investigation is part of a larger collaborative initiative between Laureate Education and Cambridge University Press (LEP-CUP collaboration). This second phase of the research, completed in 2013, aimed to further explore the conclusions from phase 1 and set out to identify effective and appropriate best practice blended learning models within the network. A study was set up with 36 teachers, all experienced ELT teachers with differing levels of experience in blended language teaching, who took part in extended focus groups discussions sessions prompted by a series of questions. Responses from these groups of teachers indicated that …