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The Flipped Classroom: A Means to Reduce Cheating?

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Teaching and Learning Strategies I

Tagged Division

Educational Research and Methods

Page Count


Page Numbers

26.1533.1 - 26.1533.16



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Paper Authors


Alison B. Hoxie University of Minnesota Duluth

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Dr. Alison B. Hoxie is an Assistant Professor in the Mechanical and Industrial Engineering Department at the University of Minnesota Duluth. Her education includes a B.A. in Natural Science from the College of Saint Benedict (1999), a B.S.M.E (2001) and a Ph.D. (2007) from the University of Minnesota Twin Cities. She has held positions as a consulting engineering in power and energy sector, and as an Instructor at the University of Utah. Her current research focuses on cost effective methods for efficient utilization of biomass-derived oils in combustion applications.

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Thomas Shepard University of St. Thomas

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Robert Feyen University of Minnesota Duluth

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The Flipped Classroom: A Means to Reduce Cheating?    The flipped classroom is not a new concept in teaching nor is it hard to obtain accounts ofProfessors’ experiences with this pedagogy. This account of a junior level fluidmechanics course in a mechanical engineering department deviates from the traditionalby focusing on an outcome of the flipped classroom that may be equally beneficial tostudent learning as an active approach. This paper will explore the relationship betweenthe student and delivery of course material and its impact on cheating as well as overallstudent performance. In a time of rampant academic misconduct, does the flippedclassroom structure inhibit students’ ability to cheat? Also, does increasing activelearning within the format of the flipped class further increase the students’accountability for the course material? When flipping a classroom the in-class portion ofthe time invariably becomes active, however the original design of this instructionalmethod still includes a passive learning format through online video lectures for the ‘athome’ portion of learning. The in-class portion was comprised of, homework problems,in-class activities, demonstrations and projects. The online, ‘at home’ portion, which isvideo-based lectures under the original design of this instructional technique wasimplemented as learning modules. The learning modules were created to further moveaway from a passive form of learning so that the fundamental concepts needed to pursuethe in-class problems and activities could be arrived at through a more active approach.Test scores will be compared from the flipped classroom to those obtained under thetraditional lecture format. Student surveys on academic misconduct across differentdelivery methods were obtained and will be discussed. Survey outcomes of studentperceptions of the inverted delivery method will be summarized. Suggestions to facultyseeking to try this instructional method will be given to smooth the transition.

Hoxie, A. B., & Shepard, T., & Feyen, R. (2015, June), The Flipped Classroom: A Means to Reduce Cheating? Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24871

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