Cavalli, M. (2016, June), Comparison of On-Campus and Distance Learning Outcomes in a Flipped Materials Science Course  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26535

\bibitem{asee_peer_26535}
  Cavalli, M. (2016, June), \emph{Comparison of On-Campus and Distance Learning Outcomes in a Flipped Materials Science Course}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26535

Matthew Cavalli.  "Comparison of On-Campus and Distance Learning Outcomes in a Flipped Materials Science Course".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26535 Internet.  23 Apr, 2024

\bibitem{asee_peer_26535}
  Matthew Cavalli.
  "Comparison of On-Campus and Distance Learning Outcomes in a Flipped Materials Science Course".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26535 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_26535
author = "Matthew Cavalli"
title = "Comparison of On-Campus and Distance Learning Outcomes in a Flipped Materials Science Course"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26535}
number = {10.18260/p.26535}
}

TY  - CPAPER
AB  - Student performance in a flipped materials science course is assessed using pre- and post-tests as well as a survey of student preferences and perceptions.  Both on-campus and at-a-distance learners are included in the study.  The general structure of the course and associated learning aids and outcomes is presented.  Previous iterations of the course have included comparing flipped and traditional sections of the same course as well as changing requirements on topic quizzes/learning gates associated with recorded material in the flipped structure.  In general, students in the flipped version of the course have performed better as measured by pre- and post-tests than those in the traditional format.  Students who were required to achieve a certain level of performance on topic quizzes reported spending more time with the material but did not necessarily demonstrate a marked improvement on the post-test.  In the current iteration, two variables are considered, 1) the effect of place for on-campus students (traditional classroom vs. SCALE-UP classroom), and 2) the effect of changing the format of discussion materials for distance students.  Results show mixed outcomes with results to gains from pretest to posttest, but distance students tended to score higher on the pretest and show somewhat larger gains from pretest to posttest.  Distance students tended to self-report higher confidence on the pretest than their on-campus peers.  Their gains were smaller in this area and final reported confidence levels lower than on-campus students.  Little effect of classroom setup was evident on performance or reported confident between the two groups of on-campus students.
AU  - Matthew Cavalli
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Comparison of On-Campus and Distance Learning Outcomes in a Flipped Materials Science Course
UR  - https://peer.asee.org/26535
DO  - 10.18260/p.26535
ER  -