Evolution of a Flipped Classroom: From Prototype to Personalized Learning

Autar Kaw; Renee M Clark

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Conference: ASEE Southeast Section Conference
Location: Arlington, Virginia
Publication Date: March 12, 2023
Start Date: March 12, 2023
End Date: March 14, 2023
Conference Session: Classroom Skills
Tagged Topics: Diversity and Professional Engineering Education Papers
Page Count: 14
DOI: 10.18260/1-2--45009
Permanent URL: https://peer.asee.org/45009
Download Count: 115

Paper Authors

biography

Autar Kaw University of South Florida orcid.org/0000-0002-3976-6375

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Autar Kaw is a professor of Mechanical Engineering at the University of South Florida. He is a recipient of the 2012 U.S. Professor of the Year Award (doctoral and research universities) from the Council for Advancement and Support of Education and the Carnegie Foundation for Advancement of Teaching. Professor Kaw’s primary scholarly interests are in engineering education research, adaptive, blended, and flipped learning, open courseware development, and the state and future of higher education. Funded by National Science Foundation, under Professor Kaw's leadership, he and his colleagues from around the nation have developed, implemented, refined, and assessed online resources for open courseware in Numerical Methods. This courseware annually receives 1,000,000+ page views, 1,800,000+ views of the YouTube lectures, and 90,000+ visitors to the "numerical methods guy" blog. He has written more than 100 refereed technical papers, and his opinion editorials have appeared in the Tampa Bay Times, Tampa Tribune, and Chronicle Vitae. His work has been covered/cited/quoted in many media outlets, including NPR, Chronicle of Higher Education, Inside Higher Education, U.S. Congressional Record, Florida Senate Resolution, ASEE Prism, Fox13, BayNews9, Tampa Bay Times, and Voice of America.

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Renee M Clark University of Pittsburgh

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Renee Clark serves as the Director of Assessment for the Swanson School of Engineering at the University of Pittsburgh. She received her PhD from the Department of Industrial Engineering, where she also completed her post-doctoral studies. Her research has primarily focused on the application of data analysis techniques to engineering education research studies as well as industrial accidents. She has 30 years of experience in various engineering, IT, and data analysis positions within academia and industry, including ten years of manufacturing experience at Delphi Automotive.

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Abstract

Flipped learning remains one method of introducing active learning and improving student engagement in STEM classrooms. The first formal mention of the flipped modality is in the book Effective Grading, published in 1998. Flipped learning was defined as an approach in which students are introduced to topics before class so they can focus on the higher-order thinking skills in the classroom. The first author initially implemented the flipped modality in 2006, which he referred to as a "web-based self-study/class-discussion." He did this for one of eight topics in a course in Numerical Methods in the summer of 2006. This application occurred to avoid canceling class, as he was attending a 4-day ASEE conference in the middle of an intensive ten-week summer session course. Students explored the particular topic of Nonlinear Equations by employing web-based resources that included video lectures, PowerPoint presentations, related textbook content, and nine related questions. When the author returned from the conference, a student-led class discussion ensued. The course continued to be taught in a blended modality until 2013, when the author received funding to compare the flipped and blended modalities. The entire course was subsequently conducted in the flipped modality. The in-class work became more formalized with questions asked via a personal response system as a think-pair exercise, and free-response questions worked individually and then in a group of four students. We received mixed cognitive and affective results when comparing the flipped classroom to the blended classroom, which we will detail. Flipped classrooms remain a subject of high student resistance, especially related to pre-class learning. Pre-class preparation impacts student engagement in the classroom and is crucial to the success of a flipped classroom. Thus, since 2016, pre-class learning has been implemented as personalized adaptive platform lessons. Unfortunately, the flipped classroom hit snags when COVID forced remote instruction, as the face-to-face active-learning component did not translate well in the remote environment. We absorbed several lessons from the approaches used during COVID and have employed them while returning to primarily on-campus classes. The paper will discuss the flipped classroom evolution for a course in Numerical Methods and provide a framework for flipped instruction in similar STEM courses, including readiness with prior knowledge, pre-class learning, in-class lesson plans, post-class work, and student assessment.

Citation
Format

Kaw, A., & Clark, R. M. (2023, March), Evolution of a Flipped Classroom: From Prototype to Personalized Learning Paper presented at ASEE Southeast Section Conference, Arlington, Virginia. 10.18260/1-2--45009

TY  - CPAPER
AB  - Flipped learning remains one method of introducing active learning and improving student engagement in STEM classrooms. The first formal mention of the flipped modality is in the book Effective Grading, published in 1998. Flipped learning was defined as an approach in which students are introduced to topics before class so they can focus on the higher-order thinking skills in the classroom. The first author initially implemented the flipped modality in 2006, which he referred to as a &quot;web-based self-study/class-discussion.&quot;  He did this for one of eight topics in a course in Numerical Methods in the summer of 2006. This application occurred to avoid canceling class, as he was attending a 4-day ASEE conference in the middle of an intensive ten-week summer session course. Students explored the particular topic of Nonlinear Equations by employing web-based resources that included video lectures, PowerPoint presentations, related textbook content, and nine related questions. When the author returned from the conference, a student-led class discussion ensued. The course continued to be taught in a blended modality until 2013, when the author received funding to compare the flipped and blended modalities. The entire course was subsequently conducted in the flipped modality. The in-class work became more formalized with questions asked via a personal response system as a think-pair exercise, and free-response questions worked individually and then in a group of four students. We received mixed cognitive and affective results when comparing the flipped classroom to the blended classroom, which we will detail. Flipped classrooms remain a subject of high student resistance, especially related to pre-class learning. Pre-class preparation impacts student engagement in the classroom and is crucial to the success of a flipped classroom. Thus, since 2016, pre-class learning has been implemented as personalized adaptive platform lessons. Unfortunately, the flipped classroom hit snags when COVID forced remote instruction, as the face-to-face active-learning component did not translate well in the remote environment. We absorbed several lessons from the approaches used during COVID and have employed them while returning to primarily on-campus classes. The paper will discuss the flipped classroom evolution for a course in Numerical Methods and provide a framework for flipped instruction in similar STEM courses, including readiness with prior knowledge, pre-class learning, in-class lesson plans, post-class work, and student assessment.
AU  - Autar Kaw
AU  - Renee M Clark
CY  - Arlington, Virginia
DA  - 2023/03/12
PB  - ASEE Conferences
TI  - Evolution of a Flipped Classroom: From Prototype to Personalized Learning 
UR  - https://peer.asee.org/45009
DO  - 10.18260/1-2--45009
ER  -