This study examines persistence in a “flipped” classroom, where students view online lectures outside of class and the instructor devotes class time to.

Slides:



Advertisements
Similar presentations
Flipped What is it? Students watch instructions or informative videos online at home. Work through the problems in class.
Advertisements

Team Teaching Section 2: Traditional Team Teaching.
Common Formative Assessments
Writing an Effective Proposal for Innovations in Teaching Grant
What do you know about Effective Teaching Behaviors?
Neag School of Education Using Social Cognitive Theory to Predict Students’ Use of Self-Regulated Learning Strategies in Online Courses Anthony R. Artino,
TABLE 1: Comparison of scores from the year the immediate feedback format was used to the previous year when multi-format exams were used. * p < 0.05 compared.
Background In a flipped classroom students view online video lectures before class and complete activities during class (Gerstein, 2012). Flipped classrooms.
College of Engineering Hybrid Course Formats That Facilitate Active Learning Professor David G. Meyer School of Electrical and Computer Engineering.
Replacing “Traditional Lectures” with Face-to-Face Directed Problem Solving Sessions and On-Line Content Delivery David G. Meyer Electrical & Computer.
+ Teaching psychological research methods through a pragmatic and programmatic approach. Patrick Rosenkranz, Amy Fielden, Efstathia Tzemou.
Tips on Preparing a Successful Educational Research Proposal Fiona Fui-Hoon Nah, professor, BIT Nancy J. Stone, professor and chair, Psychological Science.
METHODS Study Population Study Population: 224 students enrolled in a 3-credit hour, undergraduate, clinical pharmacology course in Fall 2005 and Spring.
LECTURER OF THE 2010 FIRST-YEAR STUDENT: How can the lecturer help? February 2010.
DEVELOPMENT OF A PROJECT-BASED STATISTICS COURSE FOR APPLIED BIOSTATISTICS USING STATA Frank Snyder, PhD, MPH Assistant Professor of Public Health Department.
1 How can self-regulated learning be supported in mathematical E-learning environments? Presenters: Wei-Chih Hsu Professor : Ming-Puu Chen Date : 11/10/2008.
Implementing Active Learning Strategies in a Large Class Setting Travis White, Pharm.D., Assistant Professor Kristy Lucas, Pharm.D., Professor Pharmacy.
EVALUATION REPORT Derek R. Lane, Ph.D. Department of Communication University of Kentucky.
Hybrid Courses: Some Random Thoughts on Expectations and Outcomes Martha Goshaw Seminole State College of Florida November 12, 2009.
Marsha Lovett, Oded Meyer and Candace Thille Presented by John Rinderle More Students, New Instructors: Measuring the Effectiveness of the OLI Statistics.
Standards For Teacher Preparation. What do you see in the previous slide? Students who are ready to answer the question? Students who are listening and.
Does Formative Feedback Help or Hinder Students? An Empirical Investigation 2015 DEE Conference Carlos Cortinhas, University of Exeter.
An Introduction to Measurement and Evaluation Emily H. Wughalter, Ed.D. Summer 2008 Department of Kinesiology.
Adventures in flipping a cell biology course Dr. Katie Shannon Biological Sciences Missouri S&T Flipped Fridays.
An Introduction to Principles of Supplemental Instruction (SI)
Using Blended Learning to Increase Student Engagement Fiona Fui-Hoon Nah, Ph.D. Professor of Business & Information Technology (BIT) March 14, 2014.
A PARTIAL FLIP, A WHOLE TRANSFORMATION: REDESIGNING SOPHOMORE CIRCUITS Theresa M. Swift, Assistant Teaching Professor Barbara Wilkins, Instructional Designer.
ScWk 242 Course Overview and Review of ScWk 240 Concepts ScWk 242 Session 1 Slides.
An Interdisciplinary Approach in Statistics Courses for Biology Students Ramon Gomez Senior Instructor Dept. of Math & Statistics Florida International.
Teacher Behaviors The teacher should allow the students to figure out the main idea of a lesson on their own. (SD, D, A, SA) –SD=4, D=3, A=2, SA=1 The.
1 Self-Regulation and Ability Predictors of Academic Success during College Anastasia Kitsantas, Faye Huie, and Adam Winsler George Mason University.
Active Learning and Team-Based Learning in the Engineering Classroom Bill Weeks ECE Department NFTS Luncheon.
“When learners are at a distance, the careful design of assessments is particularly important, because society somewhat unfairly imposes higher expectations.
Designing a Training Program RATIONALE OF THE TRAINING Background or introduction of what the training is all about –Developments in the field/discipline/area.
Research Problem First year students experience of their first semester of General Chemistry as a significant hurdle in their successful progression through.
GATEWAY INITIATIVE Hillsborough Community College Fall 2007 Preliminary Results A Formative Evaluation.
Achieving Deeper Learning through Flipped Classes and Blended Learning Dr. Mark Morton Jane Holbrook Centre for Teaching Excellence.
This material is based upon work supported by the National Science Foundation under Grant No and Any opinions, findings, and conclusions.
Online students’ perceived self-efficacy: Does it change? Presenter: Jenny Tseng Professor: Ming-Puu Chen Date: July 11, 2007 C. Y. Lee & E. L. Witta (2001).
Using Technology to Support Secondary Students with Mild Disabilities Susie Gronseth Department of Instructional Systems Technology Indiana University.
Early Identification of Introductory Major's Biology Students for Inclusion in an Academic Support Program BETHANY V. BOWLING and E. DAVID THOMPSON Department.
Student perception and satisfaction in Online Certificate Courses Erman Yukselturk Middle East Technical University Fethi A. Inan The University of Memphis.
Flipping the Classroom Using SAM Projects Melinda Doty East Carolina University.
Innovative Applications of Formative Assessments in Higher Education Beyond Exams Dan Thompson M.S. & Brandy Close M.S. Oklahoma State University Center.
1 TCOP – 29 JANUARY 2016 SHARING OF TOOLS AND TECHNIQUES THAT MAY IMPROVE QUALITY OF SUBJECT MANAGEMENT Louis Smidt Anneli Delport Sarique du Preez Prepared.
Increasing the Retention of Incoming Chemical Engineering Undergraduates through Increased Student Connectedness and Autonomy Bryan W. Boudouris School.
The Benefits of Cooperative Learning in the Sciences Acknowledgments Special thanks extended to Dr. Bortiatynski and Jenay Robert for their assistance.
Adventures in flipping a cell biology course Dr. Katie Shannon Biological Sciences Missouri S&T How do online videos and textbook reading engage students.
Noel-Ann Bradshaw University of Greenwich Using screencasts to promote understanding and active learning.
Teacher Work Sample. Lectures Objectives: 1.Define the teacher work sample. 2.Integrate lesson plans with a practice Teacher Work Sample in terms of the.
An Introduction to Measurement and Evaluation
Using a Strategy Project to Promote Self-Regulated Learning
Preliminary Data Analyses
Exploratory Factor Analysis Participants, Procedures, & Measures
Introduction Method Results Conclusions
Motivation to Redesign
Krista Jackson AET/570 May 23, 2016 Professor Dlabach
Research on Geoscience Learning
Incorporating Active Learning in Foundational Courses
Multi-faceted Approach to Improve Learning in Pharmacokinetics
1Michigan State University, 2Hunter College
Research Question Can reading guides help students in introductory statistics make better sense of their textbooks and achieve greater success in the.
Standards-Based Individualized Education Programs
Multi-faceted Approach to Improve Learning in Pharmacokinetics
Oral Communication in the Psychology of Music
Learning online: Motivated to Self-Regulate?
Research on Geoscience Learning
USER’S PERCEPTION AND ATTITUDE ABOUT E- LEARNING
FLIPPED CLASSROOM PRESENTED BY Dr.R.JEYANTHI Asst.Professor,
Examining the role of assessments in achievement gaps
Presentation transcript:

This study examines persistence in a “flipped” classroom, where students view online lectures outside of class and the instructor devotes class time to active, cooperative learning activities and student questions. Presumably, flipping supports deeper learning and understanding during class because shifting lecture online creates time in the classroom for more active, supportive learning methods that also support students’ motivational needs (Johnson et al., 2014; Linnenbrink & Pintrich, 2002). Descriptive results suggest that persistence was higher in the flipped condition (96.67%) compared to the traditional instruction condition (88.51%). Using logistic regression, students in the flipped condition were 4.42 times more likely to persist than students in the traditional lecture classroom, even after controlling for gender and initial motivation levels (p <.001). Persistence in a Flipped Classroom: The Effect of “Flipping” on Undergraduate Course Persistence Emily A. Bovee 1, Patrick N. Beymer 1, William Saltarelli 2, Lisa Linnenbrink-Garcia 1, and Cary Roseth 1 1 Department of Counseling, Educational Psychology, & Special Education, Michigan State University 2 School of Health Sciences, Central Michigan University CREATE for STEM Conference, 2016 Compared to the traditional lecture classroom, are students in a flipped classroom more likely to persist in the course? Data Collection Procedure Collected two semesters’ data for comparison purposes Semester 1: Traditional lecture style (“business as usual”) Semester 2: Flipped classroom format Dependent Variables Persistence: Course completion measured by completion of the final exam. Control Variables Perceived Academic Competence: “Can I do this?” 5 items (α =.81) Utility Value: “Will this be useful in my future?” 5 items (α =.85) Perceived Cost: “Is this worth the things I give up now?” 16 items (α =.62) Figure 1. Screenshot from the online lecture The flipped classroom will increase students’ persistence, even when controlling for other potential factors (e.g. initial motivation) that could increase likelihood of persistence. Experimental Design A quasi-experimental design was used to compare traditional lecture instruction (semester 1) with flipped instruction (semester 2) in two different semesters of the same anatomy course taught by the same instructor. “Business as Usual”: Traditional Lecture Flipped classroom format Students listen to lecture and take notes in the classroom Students watch lectures at home Preparation for exams takes place individually Preparation for exams takes place collaboratively If a concept is not understood, students attempt to figure it out on their own If a concept is not understood, students and professor work together to develop understanding Content delivered via PowerPoint slides and verbal lecture Content delivered via recorded lecture; students watch them at home Individualized study strategies – and no checks/balances if a student is memorizing the wrong answer Structured, collaborative learning activities with instructor feedback Individual content rehearsal and reflection Small group discussions The Flipped Classroom Motivation to pursue STEM fields STEM coursework Persistence in STEM STEM career attainment PurposeResearch QuestionHypothesis Experimental Design Results Conclusion This study may aid practitioners in implementing the flipped classroom design. This study may also inform practitioners about a possible mechanism for reducing attrition rates in STEM courses. Future Directions Method Analyses Preliminary Analyses To ensure that there were no significant differences between the two classrooms in initial motivation, we first tested for initial differences (see Figure 2). There were no statistically significant differences in students’ self-reported perceived competence, utility value, and perceived cost at the beginning of each semester. Primary Analyses Logistic regression was used to examine the effect of the classroom format (traditional v. flipped) on course persistence, after controlling for gender and students’ initial motivation. Flipped instruction significantly increased persistence; students in the flipped classroom were four times more likely to persist than students in the traditional lecture course. This effect may be due to the affordances of flipping (i.e., allowing students to watching online lectures on their own and using class time for more active, cooperative learning activities). These types of activities are designed to increase motivation and achievement.