Patrik Hultberg Kalamazoo College OUTLINE Flipping Principles of Economics Textbook versus Videos Making Videos Explain Everything Swivl Camtasia

Flipping Principles of Economics An Experiment

A flipped Classroom? A way for edupreneurs to make money and for bad professors to avoid actually teaching. All the desks are upside down. Something good teachers have been doing for decades. Definitions of the flipped classroom (Chronicle of Higher Education)

A flipped Classroom? Essentially it appears to mean shifting the focus from teaching (faculty focus) to learning (student focus). A classroom where lectures or other content is delivered online and the classroom is used for active learning and application of fundamental concepts. Definitions of the flipped classroom (Chronicle of Higher Education)

SIGNIFICANT LEARNING EXPERIENCES A TRADE-OFF BETWEEN COVERING CONTENT AND PROVIDING SIGNIFICANT LEARNING EXPERIENCES

ACTIVE LEARNING ACTIVITIES TRADITIONAL CLASSROOM FLIPPED CLASSROOM “LECTURE” + QUIZ (before every class) PRE- CLASSROOM ? ACTIVE LEARNING ACTIVITIES (Group, Formative) TIME CLASSROOM LECTURE POST-CLASSROOM HOMEWORK (every other week?) REVIEW EXAM EXAM

CLASS EXPERIENCE FALL 2014 WINTER 2015 Lecturing: 91% of class time Active learning: 5% of class time Formative assessment: 4% of class time WINTER 2015 Lecturing: 16% of class time Active learning: 74% of class time Formative assessment: 10% of class time

Course grades would increase Hypotheses Course grades would increase Pre/Post test Exam scores Class engagement would increase Attendance would increase More “engaged” students (subjective) Course evaluations would diminish overall Overall course and instructor scores would decrease Individual mean responses would mostly increase

13 18 8 17 23

Pre/Post Test FLIPPED CLASSROOM IS NOT STATISTICALLY DIFFERENT FROM LECTURE CLASSROOM LECTURE-BASED COURSE FLIPPED CLASSROOM FALL 2014 PRE POST DIFF MEAN 25.80 31.46 5.66 STD.DEV 3.51 3.06 2.95 SIGNIFICANT INCREASE WINTER 2015 PRE POST DIFF MEAN 25.77 31.45 5.68 STD.DEV 5.06 4.92 3.65 SIGNIFICANT INCREASE

Pre/Post Test 5.57 5.68 6.46 5.61 6.00 5.44 7.00 5.29 FALL 2014 WINTER LECTURE-BASED COURSE FLIPPED CLASSROOM FALL 2014 PRE POST DIFF MEN N=19 MEAN 26.11 31.79 5.68 WOMEN N=16 25.44 31.06 5.61 FYS N=18 25.50 31.50 6.00 UYS N=17 26.12 31.41 5.29 WINTER 2015 PRE POST DIFF MEN N=18 MEAN 27.15 32.72 5.57 WOMEN N=13 23.23 29.69 6.46 FYS N=23 25.52 30.96 5.44 UYS N=8 25.88 32.88 7.00 WINTER 2015: The two largest increases for the Pre/Post test were recorded for two female sophom

DIFFERENT EXAMS DIFF 7.12 2.36 2.34 F2014 W2015 0.0357 0.311 0.4392 MIDTERM 1 MIDTERM 2 FINAL EXAM F2014 W2015 MEAN 73.97 81.09 82.46 84.82 75.84 78.18 STDV 12.63 14.59 7.90 10.84 11.85 12.87 DIFF 7.12 2.36 2.34 T-test (p value) 0.0357 0.311 0.4392 SIGNIFICANT NOT SIGNIFICANT

CLASS ATTENDANCE AND ENGAGEMENT FALL 2014 AVERAGE ATTENDANCE: 94.9% WINTER 2015 AVERAGE ATTENDANCE: 91.4% Students were more engaged: talking with each other not “drifting off” asking questions (each other and me) HYPOTHESIS – NOT CONFIRMED HYPOTHESIS –CONFIRMED

Course Evaluations Overall, this course was (Excellent 5, Very Good 4, Good 3, Fair 2, Poor 1) FALL 2014 3.91 (8, 16, 7, 2, 0) WINTER 2015 4.17 (13, 11, 4, 2, 0) HYPOTHESIS – NOT CONFIRMED Overall, this instructor’s teaching was FALL 2014 4.33 (14, 16, 3, 0, 0) WINTER 2015 4.59 (21, 5, 2, 1, 0)

F08 F09 F10 F11 F13 F14 W15

Course Evaluations Improved ability to think collaboratively Gained a deeper understanding of the subject FALL 2014 4.49 WINTER 2015 4.50 HYPOTHESIS + Gained ability to think critically about the subject FALL 2014 4.23 WINTER 2015 4.40 HYPOTHESIS + Gained a new or increased interest in the subject FALL 2014 4.11 WINTER 2015 4.07 ? ? ? Improved ability to apply skills required for course FALL 2014 4.26 WINTER 2015 4.37 HYPOTHESIS + Improved ability to think independently and creatively FALL 2014 3.86 WINTER 2015 4.13 HYPOTHESIS + Improved ability to think collaboratively The instructor made helpful suggestions for improvement FALL 2014 4.00 WINTER 2015 4.23 HYPOTHESIS + Course materials were effective WINTER 2015 4.00 ? ? ? Class time was organized and used effectively WINTER 2015 4.20 ? ? ?

Course Evaluations Improved ability to consider varying perspectives FALL 2014 4.06 WINTER 2015 4.37 HYPOTHESIS + STATISTICALLY SIGNIFICANT Improved ability to express my ideas effectively FALL 2014 3.74 WINTER 2015 4.13 HYPOTHESIS + STATISTICALLY SIGNIFICANT Students’ ideas and contributions were encouraged FALL 2014 4.17 WINTER 2015 4.47 HYPOTHESIS + STATISTICALLY SIGNIFICANT

Course Evaluations My work was evaluated fairly FALL 2014 4.26 WINTER 2015 4.53 HYPOTHESIS + STATISTICALLY SIGNIFICANT The instructor gave me timely feedback on my work FALL 2014 4.17 WINTER 2015 4.50 HYPOTHESIS + STATISTICALLY SIGNIFICANT Assignments contributed significantly to learning FALL 2014 4.44 WINTER 2015 4.23 HYPOTHESIS + NOT CONFIRMED

What is your favorite thing about the flipped classroom approach? I loved coming to class with ideas already in my mind. That worked great. I really like solving problems in class. It’s helpful to see it and to work with others. I love the way it help us solve problems with peers. The reading can definitely be done in our home. Therefore, it is good for us to solve difficult questions in classroom and discuss them with peers. I can spend more of my time in ways I want. You should keep doing a mostly-flipped classroom. I like that we got to focus our time on how to solve problems rather than learning the basics in class. Keep spending class time on examples. Doing the problems in class was SO HELPFUL, that gave us concrete examples to study on our own. This was great!

What is your favorite thing about the flipped classroom approach? I like not having homework. I liked being able to do the “lecture” parts on my own terms. I would take as much time as I needed. I liked the group projects. They definitely helped keep the class room fun and still educational. It is an easier way to practice problems and get to understand them with the help of the professor and other students. Makes you work a lot harder. I thought that coming to class prepared and with a basic understanding of the day’s lesson was beneficial. Also enjoyed doing problems together rather than individually. I like solving problems as a group. It led to more discussion and a better understanding of how to do the problem. Keep making videos too.

What is your favorite thing about the flipped classroom approach? I liked doing the reading on my own before so I get a little bit of an understanding, then having you explain and go through the harder in class problems with us. My favorite thing about it is that it is a way to self-teach yourself. Everything that was assigned prior to class was everything you needed to know in order to be prepared prior to attending class. I like to read the textbook and have basic idea about the topics before coming to class. The problems we did in class are also helpful. My favorite thing was doing most problems in the classroom. I like how I was able to confirm/fix what I learned through the textbook. I also liked the uploaded videos because they helped a lot. I could do the hard question part with Dr. Hultberg. I liked doing questions in class.

What is your least favorite thing about the flipped classroom approach? Negative comments related to not enough lectures Honestly, I think you are a great teacher, but unfortunately the flipped classroom does not utilize your strengths. You’re a great teacher, therefore you should teach! For me, I was much more interested in learning from you in class and what you had to say, rather than a computer. You make learning fun and enjoyable, the computer does not. I learn better when things are thoroughly explained so more lecturing could be helpful. If I didn’t understand the book, I came into class confused. Maybe always start class with a crash course. Did not like the lack of lectures. Teach more! Explain the concept in terms we can understand. It is difficult to understand everything from the text and some explanation would be great.

What is your least favorite thing about the flipped classroom approach? Negative comments related to me implementing the flipped class more effectively My least favorite thing was not having groups picked for us during group work, when groups are assigned for us we are much more down to business and it stays about the work. I would also go over things more slowly and loudly when you explain them. It can be hard to keep up. I think that there needs to be more time at the end to go over problems as a class instead of just quickly running through the answers with limited explanation. I hate flipped classes in general, but if I ha[ve] to choose, it will be making groups and working with them [be]cause half the time it’s not-class-related chatting and other half is arguing about textbook definitions. The only thing I would change is the flip class structure. In a perfect world it’s a good idea but in a realistic world there is a negative externality such as kids not reading. Therefore, you need teacher intervention to maximize surplus!

Course grades would increase CONCLUSION Course grades would increase Although all assessment opportunities showed higher scores for the Flipped Classroom, these differences were not statistically significant Class engagement would increase The objective measure of attendance did not show an increase (but was already high); the students seemed much more engaged (and student comments supported this conclusion) Course evaluations would diminish overall Course evaluations were higher for the Flipped Classroom

Preliminary results indicate that the answer is YES. CURRENT EXPERIMENT Flipped Classroom indicates that content delivery should be done through videos Are videos more effective than a textbook? Preliminary results indicate that the answer is YES. How to make videos?

THREE ILLUSTRATIONS Explain EverythingTM The Swivl Camtasia An iPad application, Screen Recorder ($2.99) The Swivl A video capture device ($399) Camtasia Screen Recorder and Video Editing ($299)