June 24, 2017
June 24, 2017
June 28, 2018
While flipped classrooms have been of interest in the last several years and anecdotally seem to offer a better means of engaging millennial students through active learning, there has been a lack of rigorous assessment regarding the impact of the flipped methodology on student learning gains. In particular, there have been few studies that have objectively examined student performance throughout the semester with a control group for comparison. This study serves as a means to fill that gap by comparing both objective performance and student perception of the flipped classroom with a control group experiencing the same upper level undergraduate engineering course in a traditional lecture-based format over the course of an entire semester. The main research questions for this study include: 1) are short-term student learning gains improved when comparing flipped vs traditional lecture methods, 2) what aspects of the flipped classroom are contributing to the difference in learning gains?, and 3) how do students perceive their learning gains in flipped vs traditional lecture styles? Comparison of quiz and exam grades will be used to address student performance. Weekly student recordings of the amount of time spent on different aspects of the course, student confidence surveys regarding the learning objectives one week prior to the two exams, as well as teaching effectiveness surveys twice during the semester will be used to investigate student perception. The results from this study combined with the minimal available literature will be used to provide insight on what, if anything, about the flipped classroom methodology is improving student learning gains and how that can be leveraged to improve the experience of students in other undergraduate courses.
Fogarty, J. E. (2017, June), Assessment of Flipped Classroom in Upper-Level Engineering Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27635
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