Flipped Classroom Study: Report...Flipped Classrooms: the Basics •The typical lecture-classroom:...
Transcript of Flipped Classroom Study: Report...Flipped Classrooms: the Basics •The typical lecture-classroom:...
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Flipped Classroom Study: Report
Research & Analytics, CSU Online & TILT
Sean Burns, Assessment Coordinator/Learning Analyst
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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
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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
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What Did We Learn at CSU?Research Questions
Pilot Results, Spring 2015
Current Study (ongoing), Fall 2015
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What Did We Learn at CSU?Research ParticipantsSpring 2015, four instructors agreed to be part of our ‘Pilot Study’ of Flipped Classes in the newly remodeled Behavioral Sciences 105 classroom.
• HDFS 320 - Cognitive/Language Development (60 students)
• MKT 300 - Intro to Marketing (2 classes, 52 students each)
• POLS 410 - American Constitutional Law (41 students)
• POLS 422 - Democratic Theory (26 students)
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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
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What Did We Learn?
Student Behavior in BSB 105:
• Students rarely sat at high tables
• Ottomans were stacked in the corner (no one used them)
• All classes arranged furniture differently
• All classes re-arranged furniture quickly (beginning of term to end)
• Furniture was moved at beginning of class (not at the end)
• Tall tables in BSB 105 without wheels took more time to move
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What Did We Learn?
Faculty Criticisms:
• Tables seating made group work difficult
• Table size/mobility
• Wall space is important (e.g., Wheel and Eddy classrooms)