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Comparison of Learning Gate Completion Requirements in a Flipped Classroom

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Materials Division Technical Session 2

Tagged Division


Page Count


Page Numbers

26.379.1 - 26.379.8



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Paper Authors


Matthew Cavalli University of North Dakota

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Dr. Cavalli is Chair of the Mechanical Engineering Department at the University of North Dakota and Assistant Dean for Outreach and Recruiting. He regularly teaches engineering mechanics courses along with upper-level courses in materials behavior.

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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.

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

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