Effectiveness of the Flipped Classroom Model in Anatomy and Physiology Laboratory Courses at a Hispanic Serving Institution

A flipped laboratory model involves significant preparation by the students on lab material prior to entry to the laboratory. This allows laboratory time to be focused on active learning through experiments. The aim of this study was to observe changes in student performance through the transition from a traditional laboratory format, to a flipped format. The data showed that for both Anatomy and Physiology (I and II) laboratories a more normal distribution of grades was observed once labs were flipped and lecture grade averages increased. Chi square and analysis of variance tests showed grade changes to a statistically significant degree, with a p value of less than 0.05 on both analyses. Regression analyses gave decreasing numbers after the flipped labs were introduced with an r 2 value of .485 for A&P I, and .564 for A&P II. Results indicate improved scores for the lecture part of the A&P course, decreased outlying scores above 100, and all score distributions approached a more normal distribution

Flipped Classroom in Organic Chemistry Has Significant Effect on Students’ Grades

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El aprendizaje de audacity para la edición y producción de contenidos didácticos digitales

En la sociedad actual resulta indispensable proporcionar una capacitación adecuada a los futuros docentes para que puedan desarrollar metodologías innovadoras, donde las TIC y los recursos didácticos digitales desempeñan un papel clave y permiten que los conocimientos y habilidades del alumno tengan un desarrollo exitoso. Esta investigación se aborda desde una metodología cuantitativa, mediante el uso de un cuestionario creado ad hoc sobre aprendizaje y la evaluación de la herramienta Audacity para la creación de recursos didácticos digitales en el Grado de Educación Infantil de la Universidad de Córdoba. Los resultados muestran una valoración positiva de la experiencia vivida, así como de la herramienta estudiada.In present society it is essential to provide the necessary training to future teachers so they can accomplish innovative teaching and learning methodologies, where ICT and digital learning resources play a key role that will enable the student’s knowledge and skills to be successfully developed. This research is approached from a quantitative methodology, by using a questionnaire created ad hoc about the learning and the assessment of the Audacity software tool for creating digital didactic resources, in the Early Childhood Education Degree from the University of Cordoba. The results obtained show a positive assessment of the tool studied and its subsequent use for audiovisual productions

Implications of an Iterative Design Experiment in Transcendental and Polynomial Functions Within a Flipped Classroom

This study explores an iterative design research experiment of a flipped mathematics classroom over the span of five curricular units involving big ideas of transcendental and polynomial functions. Transcendental and polynomial functions involve an algebraic, analytic, and graphical approach to the concepts and procedures of exponential, logarithmic, power, cubic, quadratic, linear, and rational functions. The Compleat design research methodology (Middleton, Gorard, Taylor, & Bannan-Ritland, 2008) was used to explore a series of instructional sequences that an instructor implemented in a flipped classroom while teaching big ideas of transcendental and polynomial functions. The experiment occurred over the course of a sixteen-week semester. Data analysis was constructed from a triangulation of relevant data from student constructions in the form of written documents, whole-group and small-group discussions from the video recordings, and the instructor’s personal reflective notes. The hypothetical learning trajectory served as the empirical basis upon which reflections occurred and meaningful modifications were made to the original prototype. Segmenting the content helped decrease the extraneous cognitive load by reducing the burden on students’ working memory in order to make instructional activities more meaningful and effective. More time was allocated in class for basic algorithmic processes prior to the implementation of the higher-order instructional tasks in phase five to account for the increasing intrinsic cognitive load in the instructional tasks. Micro-level practice-based concerns and improvements to the prototype as well as the creation of a theoretical and empirically-based instructional model were natural consequences to the design experiment

Student Perceptions Of Digital Resources And Digital Technology In A Flipped Classroom

ABSTRACT The purpose of this study was to analyze student perceptions of flipped classroom instruction strategies, and student perceptions of their learning experience using digital resources and digital technology in a flipped classroom. Although perceptions are important, student achievement is a common tool used by policy-makers and judged by the general public as a means to evaluate and achieve continuous improvement in K-12 public education. This case study may be a beneficial illustration for school administrator practitioners to consider prior to implementation or utilization of flipped classroom instructional strategies. The study provides a review of a high school that first implemented a flipped classroom in 2010-2011. The study may create a general framework and provide insight to guide practitioners of the benefits, short-comings, and types of technology challenges encountered when considering implementing a flipped classroom instructional strategy in their school(s). The variables within this study were student perceptions of their learning experiences in a flipped classroom, student performance based on pre-existing survey results from students, state assessment results from Minnesota Comprehensive Assessments (MCAs), and assessment results from ACT® tests. This mixed method case study focused on one rural Minnesota school and was designed to seek answers to the following research questions: 1. What are high school student perceptions of the flipped classroom as a classroom instructional strategy? 2. What are high school student perceptions of their learning experiences using digital resources and digital technology in a flipped classroom? 3. What effect does the use of digital resources and digital technology within a flipped classroom environment have on student achievement based on common assessments such as the Minnesota Comprehensive Assessments (MCAs) and college entrance exams such as ACT® tests? The researcher approached this problem as an administrator looking for new teaching strategies to help schools in his own district improve student outcomes. The results of the data collected and analyzed indicated students had a favorable perception of the flipped classroom instructional strategy used by classroom teachers. Evidence within the study also indicated students had a favorable perception of the type of digital technologies used and available in a flipped classroom instructional strategy. Evidence of student achievement data based on Minnesota Comprehensive Assessments (MCAs) and the ACT® college entrance exam indicated the grade levels of students in the case study was above state of Minnesota average grade levels prior to implementation of a flipped classroom instruction strategy and continued at a higher level of achievement in the transition from a traditional lecture classroom instructional strategy to a flipped classroom instructional strategy. There was no evidence of regression of achievement with implementation of the flipped classroom instructional strategy

Flipping Laboratory Sessions in a Computer Science Course: An Experience Report

Contribution: This article presents an experience report on the application of flipped classroom (FC) to the laboratory sessions (henceforth lab sessions) of an undergraduate computer science course. Background: Hands-on work in computer science lab sessions is typically preceded by technical instructions on how to install, configure, and use the software and hardware tools needed during the lab. In the course under study, this initial explanation took between 14% and 50% of the lab time, reducing drastically the time available for actual practice. It was also observed that students missing any of the labs had trouble catching up. Intended Outcomes: The application of FC is expected to increase the time for hands-on activities, and improve students' performance and motivation. This improvement is expected to be more noticeable in those students who are unable to attend all lab sessions. Application Design: The study compares the application of FC and a traditional methodology. It encompasses two academic courses and involves 434 students and six lecturers. Findings: The FC is suitable for lab sessions in computer science. Among other results, flipping the labs resulted in 24 more minutes of practical and collaborative work on average at each lab session. It was observed a significant improvement in the motivation of students, with 9 out of every 10 students preferring it over traditional methodologies. Also, the FC made it much easier for students to catch up after missing a lab, making the final grades less dependent on lab attendance

The Effects Of Flipped Learning On Critical Thinking Disposition Among Undergraduate College Students

The purpose of this study was to examine if flipped learning has an effect on students critical thinking disposition, how students’ perceptions of flipped learning changed during the semester, and if students in the flipped classroom performed better academically. Participants for this longitudinal, quasi-experimental classroom study included 81 participants, the majority freshman and sophomores at a large Midwestern university, whom registered for an aviation Human Factors course. Two measures in this study examined critical thinking disposition and students’ perceptions longitudinally (pretest and posttest) during the 16 week semester. Paired samples t-tests, independent samples t-tests, and a MANCOVA were used to analyze the data. A number of findings were found to be nonsignificant; however, the results revealed that the flipped learning significantly increases a student’s openmindedness on the California Critical Thinking Disposition Inventory (CCTDI), students in the lecture section had higher overall course satisfaction on the Course Evaluation Survey (CES), and both the lecture and flipped groups rated teaching goals significantly higher on the CES posttest. These findings suggest that students benefited from the increase in peer interactions in the flipped group (increased openmindedness) over the semester, and that faculty have a significant impact on course satisfaction

Collaboration in a Data Analytics Curricula: An Active Learning Approach

In today’s labor market, employers are seeking candidates with a combination of both workforce specific skills and data analytics skills knowledge. Students who complement their degree program can increase their earning potential and job prospects by doing so. To meet the needs of the students, a unique partnership between academic, industry, and the university career center was created for a Data Analytics and Decision making course. The aim of the pilot course was to introduce Liberal Arts students to Data Analytics strengthening their marketability and skill offerings for internships and post-graduate job opportunities. The use of various active learning techniques was implemented into the course curriculum and are discussed. Qualitative results suggest students like the active-learning-based approach, gained Data Analytic skills, and enhanced their knowledge of real-world use of Big Data for decision makin

A Descriptive Study of High School Mathematics Teachers’ Perceptions of Flipped-Mastery Learning in a High School Math Class

In this study the researcher examines high school mathematics teachers’ perceptions of flipped-mastery models as an instructional strategy. The researcher investigated how high school mathematics teachers perceive the instructional practices of flipped-mastery models and their ability to increase rigor in accordance with the Common Core State Standards. While extensive research exists on the flipped classroom as an instructional strategy, to date, limited research has been conducted on flipped-mastery models. Using a sample of 26 high school mathematics teachers, with experience using both a flipped-mastery model and a traditional direct instruction/homework model, data was collected via an anonymous online survey. The findings from the research show that high school mathematics teachers think favorably of flipped-mastery models as an instructional strategy. A large majority of research participants indicated they would recommend a flipped-mastery model to a colleague. In this study, the researcher found no differences in high school mathematics teachers’ perceptions of instructional practices and rigor based on gender and teaching experience. Research participants provided insight into the effectiveness and limitations of flipped-mastery models. Themes of pace/time, student ownership of learning, differentiation, and demonstrated mastery emerged as advantages of flipped-mastery learning systems. Increased planning, lack of student motivation/participation, technology access, and wide gaps in student learning emerged as themes detailing the disadvantages of flipped-mastery learning systems