Increasing Active Learning and Achievement in a Large Lecture Calculus Class Through a Flipped Classroom Model

University Calculus I courses serve as a means of access into high demand STEM fields and large lecture style passive calculus courses can be difficult for students. A mixed methods research design was used to compare a flipped instructional approach to a traditional lecture approach in large section Calculus I courses. The flipped lecture model required students to view videos of calculus instruction that included embedded quiz questions to allow for problem solving explorations during face-to-face class time. The traditional format included content from the video and limited time for additional problem solving. A professor with prior experience teaching Calculus I taught both sections. The results showed that students in the flipped class scored significantly higher on the final exam than the students in the traditional class. Student pass rates in the two Calculus I courses were found to be significantly affected by the lecture type, sex, race, and college affiliation. According to a logistic regression model, students who were in the flipped section had increased odds of passing Calculus I compared to the students in the traditional section. The students and instructor identified benefits and challenges of the flipped lecture model that are included in the results. Through the flipped lecture model, increased time was spent on active learning and student outcomes were improved in a large lecture calculus course

GENERAL TRENDS OF STUDIES ON FLIPPED CLASSROOM MODEL: BIBLIOMETRIC MAPPING AND CONTENT ANALYSIS

  This study aims to examine the research trends and results of bibliometric mapping analyses of the articles that have been conducted about the Flipped Classroom Model in the field of education in the last ten years. For analysis purposes, 126 articles were accessed from Web of Science for the years between 2010 and 2019. In total, 63 articles were selected from among the articles for bibliometric as well as content analysis. According to the bibliometric analysis the most frequently mentioned keywords are flipped classroom, active learning, and chemical education research, and that many of the articles have focused more on motivation in recent years. The content analysis determines that the variables including not only perception and motivation, but also academic achievement/performance have been the most common topics mentioned in the academic articles. Accordingly, achievement tests, questionnaires and scales have been preferred as data collection tools, and university students appear to have been mostly preferred as a sample group. The quantitative approach has been mostly used as the type of method in the articles in the last decade

Comparing Effectiveness and Perceived Characteristics of Active Learning Methods in Undergraduate Biology Education

Although many undergraduates begin college as STEM majors, attrition rates from the field are high and numerous reports suggest that evidence-based teaching methods are critical for retention. Despite educators\u27 research and near consensus that active learning is more effective than lecture, there are many types of active learning and the literature indicates their effects are not equivalent. The purpose of the current study was to directly compare different kinds of active learning by assessing their correlation with student performance (including learning gains) and understanding students\u27 perceptions of them (including whether they contained Merrill\u27s five principles of instruction and/or met three self-determination theory [SDT] needs). Quantitative and qualitative data were collected from one cell biology course (which is required for multiple biology-based majors) at a large, research-intensive university. Among clickers, homework, and passive learning, students scored higher on exam concepts assessed via homework (but not when homework was paired with clickers), and when wording of exam questions stemmed from homework or posted practice exam questions. Additionally, there was no difference in exam score if homework was paired with a passive learning technique (e.g., posting questions and keys), compared to concepts assessed through homework only. Conversely, larger learning gains were observed from clicker-based concepts compared to concepts assessed through homework, and learning gains of cumulative homework were marginal. Students felt clickers, homework, and lecture all had Merrill\u27s principles and met SDT needs. Students\u27 perceptions of additional attributes and suggested improvements of each technique are discussed. Finally, recommendations for higher education faculty and future research are presented

Proceedings of the 1st Annual Higher Education Flipped Learning Conference

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The Evolution of Student Engagement: Writing Improves Teaching in Introductory Biology

In response to calls for pedagogical reforms in undergraduate biology courses to decrease student attrition rates and increase active learning, this article describes one faculty member’s conversion from traditional teaching methods to more engaging forms of practice. Partially told as a narrative, this article illustrates a.) the way many faculty initially learn to teach by modeling the pedagogy from their own undergraduate programs; b.) the kind of support biology faculty may need to break out of traditional molds; c.) how writing can promote active learning; and d.) the impact of reformed pedagogy on student levels of engagement. The latter will be demonstrated through assessment results gathered from student surveys, reflective writing, and focus group interview. Ultimately, the study challenges misunderstandings some faculty might have regarding the value of writing in science classes and offers inspiration, urging critical reflection and persistence

Research Trends in Flipped Classroom Empirical Evidence from 2017 to 2018: A Content Analysis

Purpose – This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach – The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings – The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value – The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards

The Pedagogical Impact of Secondary Science Teacher Efficacy on Blended Learning Implementation: A Phenomenological Study

As new pedagogical approaches, such as blended learning, are implemented in classrooms, it is important to properly prepare the teachers to ensure fidelity of implementation. The descriptive phenomenological study examined the influence of secondary science teacher efficacy on overcoming obstacles and sustaining the Blended Learning pedagogical approach at a high school in the southern United States. Using purposeful sampling based on specific criteria nine teachers were selected to participate in the study. Through two interviews and a focus group, the researcher collected data based on the participants’ shared experience of implementing the flipped classroom instructional model. The data was themed according to the four sources of teacher efficacy: mastery experiences, vicarious experiences, verbal persuasion, and emotional arousal. The results suggest that teacher efficacy does influence the implementation of the Blended Learning pedagogical approach. Key findings from this study include teachers need time to plan for the transition, teachers need time to implement the pedagogical approach with support, teachers need support and coaching from school leaders, and teachers need time to collaborate to build collective teacher efficacy. The results of this study are significant to as it supports the importance of providing teachers with time to plan and implement the pedagogical approach to fidelity and understanding the role of teacher efficacy. As Blended Learning becomes more commonplace in the secondary science classroom, stakeholders need to understand how to support teachers throughout implementation

Student learning experiences with the online component of a partially flipped teaching model

Flipped learning has received increased recognition as an innovative pedagogical approach that has the potential to improve students’ learning experience in higher education. This approach creates a ‘reversed’ learning experience, where portions of the didactic lecture traditionally presented in class is moved online in the form of pre-learning materials. There is increasing evidence that this leads to improvements in academic performance with the online pre-learning materials being an underlying factor. This thesis reports student behavioural engagement, behavioural patterns, and approaches to learning with the online component of a partially flipped learning model and its impact on student academic performance in chemistry courses. An engagement index was developed to quantify student engagement levels with pre-learning materials. The findings revealed higher levels of engagement led to significant improvements in academic performance. Several patterns were detected when measuring students’ frequency of access for each of the pre-learning materials. The dominant pattern revealed that students tend to favour accessing a pre-learning quiz more frequently than the video. Most students self-identified to be strategic learners and were categorised to be moderately or highly engaged with a preference to accessing the quizzes more frequently than the videos. Students reported that weighting of the quizzes, although low, was a motivating factor for completion. The most pronounced differences in academic performance were observed in the mainstream rather than advanced courses, suggesting that the online component mainly benefited students with lower proficiency levels of chemistry. Recommendations regarding the design of the pre-learning materials were proposed to enhance student engagement, encourage the desired behavioural pattern and adoption of a deep learning approach