Jensen, M. J., & Howard, A. K., & Jensen, S. (2015, June), Flipped Classes: Do Instructors Need To Reinvent the Wheel When It Comes To Course Content?  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24118

\bibitem{asee_peer_24118}
  Jensen, M. J., \& Howard, A. K., \& Jensen, S. (2015, June), \emph{Flipped Classes: Do Instructors Need To Reinvent the Wheel When It Comes To Course Content?}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24118

Matthew J Jensen, Anna KT Howard, and Sherry Jensen.  "Flipped Classes: Do Instructors Need To Reinvent the Wheel When It Comes To Course Content?".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24118 Internet.  15 Jan, 2025

\bibitem{asee_peer_24118}
  Matthew J Jensen, Anna KT Howard, and Sherry Jensen.
  "Flipped Classes: Do Instructors Need To Reinvent the Wheel When It Comes To Course Content?".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24118 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_24118
author = "Matthew J Jensen, Anna KT Howard, and Sherry Jensen"
title = "Flipped Classes: Do Instructors Need To Reinvent the Wheel When It Comes To Course Content?"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24118}
number = {10.18260/p.24118}
}

TY  - CPAPER
AB  -  Flipped Classes: Do Instructors Need To Reinvent the Wheel When It                      Comes To Course Content?At universities across the country, flipped classrooms are replacing traditional lectures formany fundamental engineering courses. Flipped classes often use short, lecture-stylevideos that students view before coming to class. Conventional wisdom in making thesevideos says that it is better for the video to be of the actual course instructor rather than avideo of someone else. The ubiquity of Engineering Statics courses across the countrywould therefore require many faculty at many institutions to make videos of the samematerial. In this study, faculty from two different institutions have partnered to test thehypothesis that familiarity with the presenter in the video is optimal for student learning.Engineering Statics courses at one school have been flipped for several years. The videosproduced at that school have been used in a new flipped classroom at the secondinstitution. For two modules new videos of identical content were produced featuring theinstructor of the newly flipped class. The first group of students saw other institutionsvideos for all but Module One, wherein they viewed the local professor's videos. Thesecond group of students saw the other institutions videos for all but Module Two. Theperformance of the students in the newly flipped course will be compared between thetwo modules to determine whether exam performance on those modules differs betweenone set of students and the other. A survey at the end of the semester will also be used todetermine student preferences regarding the video authors.
AU  - Matthew J Jensen
AU  - Anna KT Howard
AU  - Sherry Jensen
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Flipped Classes: Do Instructors Need To Reinvent the Wheel When It Comes To Course Content?
UR  - https://peer.asee.org/24118
DO  - 10.18260/p.24118
ER  -