Cavalli, M. (2015, June), Comparison of Learning Gate Completion Requirements in a Flipped Classroom  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23718

\bibitem{asee_peer_23718}
  Cavalli, M. (2015, June), \emph{Comparison of Learning Gate Completion Requirements in a Flipped Classroom}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23718

Matthew Cavalli.  "Comparison of Learning Gate Completion Requirements in a Flipped Classroom".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23718 Internet.  15 Dec, 2024

\bibitem{asee_peer_23718}
  Matthew Cavalli.
  "Comparison of Learning Gate Completion Requirements in a Flipped Classroom".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23718 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_23718
author = "Matthew Cavalli"
title = "Comparison of Learning Gate Completion Requirements in a Flipped Classroom"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23718}
number = {10.18260/p.23718}
}

TY  - CPAPER
AB  -            Comparison of Learning Gate Completion Requirements in a                              Flipped ClassroomAbstractPrevious work by the author has investigated the implementation of a flipped course structure fora junior-level materials science course. Results showed that students in flipped sections of thecourse demonstrated larger gains in learning over the semester compared to students in atraditional classroom setting. The current work investigates additional details of the flippedstructure. Pre-recorded course materials (‘modules’) include lecture segments and short learningassessments (‘learning gates’). One cohort of students is required to achieve a minimum scoreon the learning gates for them to be counted as complete (>80%). A second cohort of students isrequired only to attempt the learning assessments for them to be counted as complete. Bothcohorts have the option take the assessments as many times as they desire. This paper comparesstudent performance between the two cohorts throughout the course as well as studentimpressions of the course format.
AU  - Matthew Cavalli
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Comparison of Learning Gate Completion Requirements in a Flipped Classroom
UR  - https://peer.asee.org/23718
DO  - 10.18260/p.23718
ER  -