June 14, 2015
June 14, 2015
June 17, 2015
Educational Research and Methods
26.782.1 - 26.782.14
Flipped Classroom approach: Probability and Statistics Course for EngineersWe implemented a pilot of the “flipped classroom” in the introductory probability and statisticscourse for engineers during the Fall 2014 semester at our school of engineering. Three sectionsof the introductory probability and statistics course were taught. This is a required course forcivil, electrical, mechanical and bio-engineering majors in our school. The flipped approach wasimplemented in two sections; the third section was taught traditionally and will serve as acomparison. The “flipped” or “inverted” classroom is an instructional technique in which lectureis removed from class time and replaced with more active instructional opportunities. Studentspractice their skills during class time and can receive individualized help from the instructor orTA as needed, versus passively taking notes while the instructor teaches the concepts. The flippedclassroom approach shifts instruction from passive to more active and allows the instructor toinclude problem solving elements while still covering necessary material. It provides greateropportunities for integrating higher order cognitive skills in the classroom and better structuresstudents’ out-of-class time. In the literature, we found implementations of the flipped classroomin other undergraduate statistics classrooms, and these flipped classrooms were associated withsignificant improvements in both direct measures of student learning as well as measures of theclassroom environment. Our class materials, including lecture notes, class activities, homeworkassignments and quizzes, were modified in order to implement the flipped classroom pilot duringfour weeks of the semester, or eight lecture periods. The remaining lectures were taughttraditionally. As part of our program evaluation, the two flipped sections were observed for thedegree of active learning, problem solving, and student engagement during class using astructured behavioral observation protocol known as the Teaching Dimensions ObservationProtocol (TDOP). Several of the traditionally-taught class sessions were also observed forcomparison. Also, a comparison of students’ performance in the two flipped sections versus the“traditional” section will allow accurate direct assessment of the benefits of the new approach.The overall assessment plan will evaluate the impacts of the flipped “pilot” classroom based onthe conceptual knowledge gains, targeted ABET outcomes, student engagement, instructors’reflections, and two perception instruments measuring students’ overall experience in the class.
Vidic, N. S., & Clark, R. M., & Claypool, E. G. (2015, June), Flipped Classroom Approach: Probability and Statistics Course for Engineers Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24119
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015