June 15, 2014
June 15, 2014
June 18, 2014
24.616.1 - 24.616.15
Flipping Engineering Probability and Statistics – Lessons Learned for Faculty Considering the Switch During the Spring 2013 semester the Sophomore/Junior level probability and statistics classXYZ-123 at our university was taught using the Flipped Classroom strategy. Most lectures weredelivered in short on-line videos. Each class began with a brief review lecture and students spentmost of the remaining class time solving problems in groups. Compared to the Spring 2012offering, the same material was covered in less time, test scores on a common final examincreased and overall course grades were higher.This paper summarizes the lessons-learned by teaching XYZ-123 as a flipped class. Classorganization will be contrasted with earlier versions of the course. The preparation of on-lineand supplementary materials will be described including a discussion of the evolution of thematerials as the semester progressed. Student performance is analyzed and compared to previousofferings. Course evaluations will be examined to gain insight into student attitudes to flippedclasses. Finally, the advantages and disadvantages of using the flipped strategy are summarizedalong with suggestions for how class could be changed in the future to make even more effectiveuse of class time and enhance student learning.
Olson, R. (2014, June), Flipping Engineering Probability and Statistics – Lessons Learned for Faculty Considering the Switch Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/20507
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