New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
“Other” Reasons to Invert a Class
Abstract Some one-to-one comparisons of the inverted mode of course material delivery versus conventional, in-person lecture mode have shown no significant difference in student learning between the two (Canino1). Experience shows that inverting a course is a time-consuming process. To justify the additional work required to invert courses, the present study looks beyond a direct comparison. Some of the reasons are predicated on the fact that video lectures used for inverted courses tend to be significantly shorter in duration than the associated class time. Others are due to class time being freed up for uses other than lecture. Among other things, these facts present opportunities to cover course material more completely and to better assess student learning compared to conventional lecturer mode.
Reference 1. Canino J. V. 2015. “Comparing student performance in thermodynamics using the flipped classroom and think-pair-share pedagogies.” ASEE Paper ID Paper ID #11,334. 122nd ASEE Annual Conference and Exposition, Seattle, June 14–17, 2015.
Batson, B. (2016, June), 'Other' Reasons to Invert a Class Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26222
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