Hurlen, E. (2022, August), A Multi-Year Comparison of Student Performance in an Adaptive and Inverted Classroom Versus a Traditional Learning Environment  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40528

\bibitem{asee_peer_40528}
  Hurlen, E. (2022, August), \emph{A Multi-Year Comparison of Student Performance in an Adaptive and Inverted Classroom Versus a Traditional Learning Environment}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40528

Erik Hurlen.  "A Multi-Year Comparison of Student Performance in an Adaptive and Inverted Classroom Versus a Traditional Learning Environment".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40528 Internet.  19 Dec, 2024

\bibitem{asee_peer_40528}
  Erik Hurlen.
  "A Multi-Year Comparison of Student Performance in an Adaptive and Inverted Classroom Versus a Traditional Learning Environment".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40528 Internet.  19 Dec, 2024

@INPROCEEDINGS{asee_peer_40528
author = "Erik Hurlen"
title = "A Multi-Year Comparison of Student Performance in an Adaptive and Inverted Classroom Versus a Traditional Learning Environment"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40528}
number = {10.18260/1-2--40528}
}

TY  - CPAPER
AB  - This evidence-based practice paper is the culmination of a multi-year study involving a comparison of two distinct learning environments. New educational technologies are constantly emerging and evolving.  One of the latest advances is adaptive courseware, which has the ability to tailor the assignments to each student’s individual needs based on their own learning style, comprehension rate, prior knowledge base, and many other factors.  An examination of student data on performance and retention spanning five years has been conducted in an undergraduate engineering fluid mechanics course.  This study compares the results of a traditional learning environment to one which used a novel combination of adaptive courseware and an inverted classroom.  Overall student performance increased, indicating that adaptive courseware in combination with an inverted classroom is a more efficient teaching methodology than the traditional lecture setting.  Increases in overall class average, number of A’s, and highest grade were found.  Additionally, a survey of the students indicated that they preferred the new methodology as a whole.  However, there were also negative effects as the number of D and F grades increased, as well the retention rate in the class decreased with the new methodology.  These few negative results were somewhat counterintuitive, as this new methodology was primarily developed to assist underperforming students.  Possible causes of these downsides are proposed, as well as future directions of this research.
AU  - Erik Hurlen
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - A Multi-Year Comparison of Student Performance in an Adaptive and Inverted Classroom Versus a Traditional Learning Environment
UR  - https://peer.asee.org/40528
DO  - 10.18260/1-2--40528
ER  -