1. Flipped Classroom Research at CSU: What have we learned?

2. Flipped Classroom Research at CSU: What have we learned?
Sean Burns, Learning Analyst, Research & Analytics, CSU Online
Brittany Taylor, PhD student in HDFS & Analyst, CSU Online

3. Flipped Classrooms: the Basics
The typical lecture-classroom:
One-way flow of information
Limited interactivity
Study/practice takes place out- side of class
Engagement is highly dependent on student motivation
Technology is not (quite) required
Dichotomy of in-class/out-of- class

4. Flipped Classrooms: the Basics
Flipped classrooms: change-up the dichotomy
Definition: New material is introduced to students outside of class and is then discussed, practiced, and/or applied in class

5. Flipped Classrooms: Interaction/Feedback
Increase student-to-student interaction
More collaboration, community-building, peer-to-peer feedback
Increase instructor-to-student and student-to-instructor interaction
Concentrates communication on higher level course applications

6. Flipped Classrooms: Engagement
High levels of motivation
Self-regulated learning behaviors
Time-on-task

7. Flipped Classrooms: Technology
Flipped classrooms: change-up the dichotomy

8. Current Study, Fall 2015 through Fall 2016
What Did We Learn at CSU?
Research Questions
Pilot Results, Spring 2015
Current Study, Fall 2015 through Fall 2016

9. What Did We Learn at CSU? Research Participants
Spring 2015, four instructors agreed to be part of our ‘Pilot Study’ of Flipped Classes in the newly remodeled Behavioral Sciences 105 classroom.
HDFS Cognitive/Language Development (60 students)
MKT Intro to Marketing (2 classes, 52 students each)
POLS American Constitutional Law (41 students)
POLS Democratic Theory (26 students)

10. What Did We Learn at CSU? Research Participants
Fall 2015-Fall 2016, many instructors agreed to be part of continuing study, and we expanded the project to several different classrooms (Eddy 100 and 200, BSB 105, EDUC 105, Johnson 222 and more)
Courses:
SOWK, HIST, LSPA, PHIL, AM, PH, MATH, GEOL, and more
Class sizes of

11. What Did We Learn at CSU? Data Gathering:
Observe several classes in each course
Conduct focus groups
Faculty members twice (mid-term and end of term)
Students once (end of term)
Analysis of grades
Current course v. previous course
Course compared with other sections
Student Surveys

12. Examples at CSU
Worked Well
Didn’t work well

13. What improves?
(When it’s done well)

14. What improves? Engagement

15. What improves? Critical Thinking

16. What improves? Group Collaboration

17. Resources for Faculty What is available now? TILT Training
Introductory Training
One-on-one training with Instructional Designers
What is coming?
Advanced Trainings
Website
Examples of activities used at CSU
Research Articles
Contacts

18. ANY QUESTIONS?

19. Time to Flip! Get into groups Brainstorm
What other resources would be helpful?
What kind of trainings would you need to be successful?
How much training?
Would flipped class styles help your students?

20. What Did We Learn at CSU? Student Satisfaction:
“One minute of engagement with the instructor made the flipped class worth it.”
“Value of a flipped class is two-to-three times as much as a regular class” because it teaches:
Critical thinking
Thinking on your feet
Keeping Attendance high
Developing more energy and excitement in the classroom

21. What Did We Learn at CSU? Faculty Thoughts:
Students engaged at higher levels of Bloom’s Taxonomy
Student interaction, critical thinking, and writing were all improved (anecdotally)
Harder to evaluate an individual’s in-class performance

22. What Did We Learn at CSU? Faculty Thoughts:
Class design requires more work from faculty and students
Student responsibility & accountability increases
Faculty gave more feedback about the room than students (students not bothered by redesigned classrooms?)

23. What Did We Learn at CSU? Faculty Criticisms: There’s a lot to grade
Tables/seating can make group work difficult
Equal table sizes are important, mobility less so
Student’s need processing time
50 minute classes make it difficult to flip, and allow for discussion/processing at end of class

24. What Did We Learn at CSU? Grade Data:
POLS 410 and 422 – Flipped Some – No difference
MKT 300 – Removed Lecture – No difference
HDFS 320 – Flipped Hard Concepts - Slight improvement

25. Advice Feedback from students and faculty has been very positive
Criticisms of teaching methods or facilities have been minor (fixable)
More faculty have participated in TILT training and Research & Analytics assessment
Anticipate more demand from CSU faculty and students for active learning and spaces that support active learning
Before Spring 2015 Semester – 7 Faculty Signed up for and attended training
Before/During Fall 2015 Semester – 63 faculty signed up and 50 attended training