Background In a flipped classroom students view online video lectures before class and complete activities during class (Gerstein, 2012). Flipped classrooms are promising contexts for enhancing student motivation and achievement, supporting student autonomy through technology (Means et al., 2010) and student- centered instruction such as group problem solving (Davies, Dean, & Ball, 2013) and collaborative projects (Kim, Kim, Khera, & Getman, 2014). Research Questions 1.Compared to the traditional lecture classroom, what are the effects of the flipped classroom on student motivation, self- regulation, and achievement? 2. Do the relations of self-regulation and peer influence to motivation and achievement vary between flipped and traditional classrooms? Variables of Interest/Measures Motivation: The process of initiating behavior, influencing direction, intensity, persistence, and quality of behavior (Brophy, 2004). Academic Perceived Competence: Students’ sense of his or her own ability to do well in the course. “Can I do this?” Value: Including interest and utility values. “Why should I want to do this?” Achievement goals: The reasons students engage in achievement related classroom activities “What am I trying to accomplish?” Engagement: Students’ effort, attention, and persistence while initiating and participating in learning activities and students’ lack of effort and withdrawal from learning activities (Linnenbrink, 2005). Self-Regulation: Ability to monitor cognitions, behavior, and emotion during tasks Achievement: Measured by student exam scores and semester grades. Significance Initial research and anecdotal evidence point to improvements in student outcomes (Baepler, Walker, & Driessen, 2014; Deslaurier et al., 2011). However, the research base is thin and contains methodological shortcomings (e.g. graders not blind to conditions). Implications Little is known about the effects of the flipped classroom, so this research can help us to understand the effects of the flipped classroom on students’ motivation, self-regulation, and achievement. This study can inform future research and practice by illuminating possible strengths and weaknesses of the flipped classroom context. References Baepler, P., Walker, J. D., & Driessen, M. (2014). It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), DesLauriers L, Schelew E, and Wieman C (2011). Improved learning in a large-enrollment physics class. Science 332: Kim, M., Kim, S., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: An exploration of design principles. The Internet and Higher Education, 22, Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97(2), 197. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved from practices/finalreport.pdf Rosen, L. D., Carrier, L. M., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29, Unsworth, N., McMillan, B. D., Brewer, G. A., & Spillers, G. J. (2012). Everyday attention failures: An individual differences investigation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, Introduction Hypotheses Implications The Flipped Classroom for Motivation, Self-Regulation, and Achievement in Anatomy Kristy Robinson 1, You-kyung Lee 1, Joshua Rosenberg 1, Hannah Klautke 1, Christopher Seals 1, John Ranellucci 1, Stephanie Wormington 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, 2015 Method Setting Undergraduate anatomy and physiology course of approximately 300 students at a Midwestern University. Last Semester Collected baseline comparison data while the instructor conducted “business as usual” in a 300-person lecture. In class, content was delivered by the instructor via PowerPoint slides and verbal lecture. Students also answered clicker questions. Outside of class, students prepared individually for exams. We worked with the instructor to prepare online lectures and collaborative in-class activities to engage students and facilitate desired outcomes. This Semester Collecting data on the flipped classroom. Students watch recorded lectures online before class. In class, students participate in structured, collaborative learning activities. Sample In-Class Activity 1.Multiple choice clicker question: “Shortening of the sarcomere involves…?” a.students answers visible on screen. 2.Small groups: Report, then discuss reasoning behind answers and strategies for remembering. 3.Follow-up questions for group discussion: a.Elaborate: “Name all the steps you can remember…” b.Integrate: “How is this similar to…” c.Differentiate: “How is this different from…” d.Reflect: “Thinking about ____ helps me remember _____ because…” 4.Plenary discussion Figure 1. Screenshot from the online lecture Hypothesis 1 The flipped classroom will increase student motivation, self- regulation, and achievement compared to the traditional lecture classroom. Table 1. Effects of the Flipped Classroom Hypothesis 2 Peer influence and students’ ability to self-regulate will have a greater effect on student motivation and achievement in the flipped classroom than those in the traditional lecture classroom. The degree to which students control self- regulation and peer influence would be a key factor determining the effect of the flipped classroom on student outcomes. Table 2. Challenges for the Flipped Classrooms In the flipped classroom, students will… Motivation Become more interested/confident about in- class learning activities Students are already familiar with class content through video lectures Self-regulation Plan their time and effort, monitor their progress, and manage resources Students need to watch video lectures regularly on their own outside of class Achievement Improve achievement Increases in student motivation and self-regulation predict increased achievement Self-regulatory challenges Attentional control (Unsworth et al., 2012) Media multitasking (Rosen et al., 2013) Cognitive and behavioral regulation outside of class Students are already familiar with class content through video lectures Challenges in socially-shared regulation Social-emotional challenges A reduction in joint attention A decrease in on-task behavior (Barron, 2003)