June 14, 2015
June 14, 2015
June 17, 2015
Electrical and Computer
26.1534.1 - 26.1534.17
The Flipped Classroom: It's (Still) All About EngagementA current trend in academia is the use of flipped classrooms. Proponents of flipping citenumerous positive attributes, such as improved student-teacher interaction, group learning, activelearning, and problem-based learning. Currently there is no conclusive evidence of demonstratedimprovement in student learning outcomes using a flipped classroom format.It is our contention that student engagement outside the classroom is the most crucial element inthe learning process. If a flipped classroom format does not provide greater student engagement,flipping will simply be a different process in comparison to the standard lecture format, and thereis no reason to expect improved student learning results. Hence, a key issue is whether a flippedformat increases such engagement. If that were to happen, the flipped format has the potential toyield great results.This paper will present the results of teaching three different courses using different flippedformats for each course. Each instructor had previously taught their course in a traditional lectureformat. We compare our experiences between flipped courses and also provide a comparison tothe results we previously experienced using the standard lecture format. Our results were verypositive in terms of student reactions. Most students strongly preferred the flipped format. Butfrom an impact standpoint the grades earned were reasonably similar between the flipped andstandard delivery modes. The reason for that, in our opinion, is that the level of studentengagement outside the classroom did not materialize to the necessary degree.One thing seems very clear. Faculty expectations of student responsibilities shift significantlyusing a flipped format. To be successful, the format literally demands student preparation in theform of pre-class student engagement. This shifts the type and timing of out-of-classroomstudent engagement as compared to traditional lecture based courses.We will share what seems to work and what didn’t work. We will also present a simple modelfor student engagement. This model helps to explain or hypothesize teaching and learning issuesfor both flipped and traditional classroom formats. There are many teaching methodologies thatcan be employed in what has become known as the flipped classroom experience. Hence, we willdescribe the details of the flipped format each instructor used. The most minimal approach wasto post somewhat traditional handwritten note sets and problem solutions. Other approaches useda range of technologies, such as video and a blended format. This demonstrated that the barrierfor doing a flipped classroom is actually very surmountable for most courses and one can readilyengage in the opportunity to make a first-hand evaluation of the benefits and difficulties of thisnew method.
Prust, C. J., & Kelnhofer, R. W., & Petersen, O. G. (2015, June), The Flipped Classroom: It's (Still) All About Engagement Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24872
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