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Analysis of Student Perceptions and Behaviors in a Flipped Classroom Undergraduate Information Technology Course

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

New Trends in Computing and Information Technology Education

Tagged Division

Computing & Information Technology

Page Count


Page Numbers

24.181.1 - 24.181.21



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Paper Authors


Rob Elliott Purdue University School of Engineering and Technology, Indiana University Purdue University at Indianapolis

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Rob Elliott is a Lecturer of Computer and Information Technology at Indiana University Purdue University at Indianapolis. As a web and mobile application developer with nearly two decades of experience, he creates solutions for organizations of all sizes. Rob attempts to integrate his real-world experiences (both good and bad) into the classroom environment whenever possible. His teaching style focuses on problem solving, experiential learning, iterative development, and letting students "get their hands dirty."

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Analysis of Student Perceptions and Behaviors in a Flipped Classroom Undergraduate Information Technology CourseThe “flipped,” or “inverted,” classroom involves the reinvention of a traditional course so that studentsengage with learning materials via recorded lectures and interactive exercises prior to attending class andthen use class time for more interactive activities. Flipped classrooms sometimes involve a redistributionof grade weighting by giving the students one or more smaller exercises and thus reducing the impact ofgrades for larger projects and assignments. Additionally, a flipped classroom often requires theintroduction of a non-traditional schedule in an effort to give students time to adequately prepare prior toattending class. While flipped classrooms are not a novel concept, they have recently gained a great dealof exposure in the higher education community. Flipped classroom experiments have had both positiveand less-positive results. The author chose to build on prior experiences and flip a traditional sophomore-level information technology course in an attempt to increase student satisfaction, engagement, andperformance.This study analyzes the student behaviors and their perceptions of that semester-long flipped classroomby using a combination of surveys, analysis of student interaction with course material, and self-reportingby the students. The author demonstrates that students are initially somewhat receptive to the concept ofthe flipped classroom, can appreciate the benefits of the interactivity in the classroom that the conceptaffords, and that student performance is improved when compared to a traditional version of the samecourse. Student satisfaction of the flipped classroom and the non-traditional schedule introduced issignificant. Finally, demographic and behavioral data is provided in an effort to inform instructors in thedevelopment of their own flipped classrooms.

Elliott, R. (2014, June), Analysis of Student Perceptions and Behaviors in a Flipped Classroom Undergraduate Information Technology Course Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20072

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