Clark, R. M., & Kaw, A., & Besterfield-Sacre, M. E., & Scott, A. (2015, June), How Do You Like Your Course - Blended or Flipped?: A Preliminary Comparison   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24190

\bibitem{asee_peer_24190}
  Clark, R. M., \& Kaw, A., \& Besterfield-Sacre, M. E., \& Scott, A. (2015, June), \emph{How Do You Like Your Course - Blended or Flipped?: A Preliminary Comparison }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24190

Renee M Clark, Autar Kaw, Mary E. Besterfield-Sacre, and Andrew Scott.  "How Do You Like Your Course - Blended or Flipped?: A Preliminary Comparison ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24190 Internet.  24 Apr, 2024

\bibitem{asee_peer_24190}
  Renee M Clark, Autar Kaw, Mary E. Besterfield-Sacre, and Andrew Scott.
  "How Do You Like Your Course - Blended or Flipped?: A Preliminary Comparison ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24190 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_24190
author = "Renee M Clark, Autar Kaw, Mary E. Besterfield-Sacre, and Andrew Scott"
title = "How Do You Like Your Course - Blended or Flipped?: A Preliminary Comparison "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24190}
number = {10.18260/p.24190}
}

TY  - CPAPER
AB  -        How do you like your course - Blended or Flipped?: A Preliminary                                 ComparisonBlended and flipped teaching approaches have been implemented in a numerical methods coursetaken by undergraduate mechanical engineering students at a southern university. With“flipped” instruction, students practice and demonstrate skills in class and come prepared to doso by viewing or reading content beforehand. Blended instruction is slightly more general andaims to optimally integrate online and face-to-face learning. During the spring 2014 semester, ablended approach was used; in the summer 2014 term, both blended and flipped approaches wereused. Eight particular multiple-choice questions on the final exam were based on topics taught ina flipped mode in the summer and in a blended mode in the spring; these questions wereotherwise identical. Six other questions were based on topics taught in a blended mode in bothterms. When analyzed for various demographic segments of the student population, such asfemales, under-represented groups, or transfer status, there were statistically significantimprovements from the spring to the summer term in the outcome of the eight “flipped-mode”questions but not in the outcome of the six “blended-mode” questions. This suggests that flippedinstruction may be the better approach for increasing achievement in numerical methods. Otherdependent variables were analyzed, including a numerical methods self-efficacy score and thefree-response outcome on the final, and although not statistically significant, there was typicallyan upward change from the spring to the summer term for the various demographic segmentsconsidered. This suggests that the introduction of flipped instruction may lead to enhancedoutcomes. Students were asked to rate the classroom environment using the College andUniversity Classroom Environment Inventory (CUCEI). Although statistical differences werenot found between the semesters, the students favored the spring classroom on some dimensionsand the summer classroom on others. Based on a student evaluation of the summer term’sflipped component, 33% of the respondents preferred the flipped instruction, with another 44%unsure of their preferences. However, over 60% of the students preferred using class time foractive learning with the instructor present versus listening to a lecture. Interestingly, therespondents’ sentiments were predominantly neutral to negative concerning the influence of theflipped classroom in providing future-career experience as well as greater learning gains. Yet, inan open-ended question, the most frequently-stated benefits of flipped instruction were related toenhanced or deeper learning as well as preparedness, engagement, and professional behaviors.The experiences and reflections of the instructor in teaching both classes will be discussed. Thisstudy is believed to be one of the first to compare blended and flipped instruction in a STEMcourse.
AU  - Renee M Clark
AU  - Autar Kaw
AU  - Mary E. Besterfield-Sacre
AU  - Andrew Scott
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - How Do You Like Your Course - Blended or Flipped?: A Preliminary Comparison 
UR  - https://peer.asee.org/24190
DO  - 10.18260/p.24190
ER  -