The Effects of Flipping an Undergraduate Precalculus Class

The flipped classroom model of instruction has become an alternative to traditional, lecture-based instruction. This study examined the effects of flipping an undergraduate precalculus class in a small, private, Christian college in the southeastern United States. An experiment was conducted to compare scores on common assessments between a control group (n=21) taught with the traditional lecture-based model of instruction and an experimental group (n=21) taught with the flipped classroom model. There was not a significant difference in final exam scores for the control class (M=25.9, SD=9.3) and the experimental class (M=25.7, SD=5.4); t(40)=0.06, p=0.95. The flipped condition had no discernable effect on final exam scores. Both groups performed equally well. Student perceptions of the flipped classroom were solicited through a survey and revealed mixed feelings toward the new model. Some students embraced and appreciated the change in instruction, while others did not. The study concludes with the positive effects the flipped classroom had on me, my reflections, and suggestions for further research

CIRT Newsletter--November 2013

This issue contains: Faculty Spotlight: Inviting Mobile Participation During Performance Start Flipping Your Classroom Upcoming Events Digital Thinking: Educause 2013 Secure Online Examination Delivery ISQ\u27s Go Online News From ITS Best Practices Online: The Online Course Cycle Blackboard News App Review: iOS7 Innovation Symposium Huge Success New in CIRT: 3D Printing Find us on Facebook! New Blackboard to myWings Grade Migrator Inaugural Women\u27s Issues Conference at UC

Adult Educator Views On Impact And Learner Fit In Integrated Digital English Acceleration (I-Dea) Classrooms

The Integrated Digital English Acceleration (I-DEA) teaching method uses a Flipped Classroom (FC) design to fast-track the English Language Acquisition (ELA) and digital literacy skills development of adults enrolled at Community and Technical Colleges (CTCs) and Community-Based Organizations (CBOs) in the United States. I-DEA projects and programs are in various stages of implementation throughout the U.S., but few accounts of the method’s impact on teaching and learning and fit for adult English language learners (ELLs) have been published. I-DEA is a “flipped” (blended) instructional delivery method for Adult Basic Education (ABE). Evaluation of its impact and fit contributes to the literature on Flipped Classrooms, Computer-Assisted Language Learning (CALL), and Integrated Education and Training (IET). To evaluate the I-DEA method’s impact and fit, an online questionnaire was administered to current and former I-DEA instructors in the United States. Respondents (n=8) provided Likert scale ratings of agreement or disagreement, along with written responses to explain their rating selections. Instructors overwhelmingly agreed that the I-DEA method’s FC design has helped students acquire English at a faster pace than they would in non-I-DEA classes. Support for the method’s learner fit was not as robust: Fifty percent of the sample group voiced concerns about the linguistic complexity of its lessons for beginners (NRS 1 & 2). The results of this small-scale, mixed-methods study provide evidence to support claims about the I-DEA method’s impact, while raising new questions about its fit for adult ELL beginners. Our findings suggest that the Flipped Classroom may be most impactful and suitable for English learners in High Beginner (NRS 3) classrooms. Modifications to IDEA lessons are recommended for classrooms with NRS 1 and 2 level students. Further study, including action research in I-DEA classrooms, is recommended

Nurse Educators\u27 Transition to Flipped Classroom: An Interpretive Description Study

To meet learning needs of current undergraduate nursing students, and respond to mandates for bettered prepared graduates, nurse educators must restructure curricula and teaching strategies. One strategy garnering increased attention is the flipped classroom model (FCM). This form of instruction requires students to have access to and be accountable for lecture material on their own time, and then use face-to-face classroom time for interactive learning that can include discussion, case study analysis, or application of pre-class lecture content. Although the FCM has gained popularity, few researchers have fully studied this strategy or considered experiences of faculty who implement the model. Nurse educators, in particular, do not have enough evidence-based information to support use of the FCM. The purpose of this study was to explore and describe undergraduate nurse educators’ experiences associated with the FCM and to elucidate factors which enhance and hinder its implementation. With the analytical approach of interpretive description (ID), the researcher sought to highlight what it is like for educators to teach undergraduate nursing students using the FCM and to offer interpretation of what occurs with transition from traditional lecture to this strategy. Three overarching themes emerged from the data: 1) What We Are Doing Is Not Working: “There’s a Big Disconnect”, 2) Charting a Different Course: Experimenting with the FCM, and 3) Reflections of the Journey thus Far. These themes revealed participants’ motivation for transition to the FCM, their patterns of thinking as they restructured coursework, roles and relationships, and considerations regarding use of this model. Results from this study offer implications for future research and provide undergraduate educators footing for continued evidence-based teaching practice

Why do Institutions Offer MOOCs?

By reviewing the literature and interviewing 83 individuals knowledgeable about massive open online courses (MOOCs), we investigate the goals of institutions of higher education that are currently developing and delivering such courses. We identify six major goals for MOOC initiatives: extending reach and access, building and maintaining brand, improving economics by reducing costs or increasing revenues, improving educational outcomes, innovation in teaching and learning, and conducting research on teaching and learning. Comparing these goals with the data being collected about MOOCs, their participants, and educational outcomes, as well as the resource requirements and cost drivers of the development and delivery process, we assess whether these goals are being met, or are likely to be in the future. While quantification of success in achieving these goals is for the most part lacking, we conclude that institutions are experiencing at least partial success in achieving each of these goals except for improving economics. We identify obstacles to fuller achievement of the goals and some potential solutions

Reports from Academic Staff in the College of Sciences and Health on the Adaptations Made to Teaching, Learning and Assessment During the Covid-19 Situation from March 2020 to January 2021 [Document , Presentations and Recording

Staff in the College of Sciences and Health made substantial changes to their approaches to learning, teaching and assessment in the period from March 2020 to January 2021 due to the Covid-19 situation. In order to highlight the work undertaken by staff and to share their experience, staff were invited to submit a brief summary on some aspect of how they have adapted their teaching, learning and assessment practice e.g. by using a new technology, by using a new method, by doing something differently. Submissions were invited from academic staff individually or in groups and multiple submissions were permitted. The submissions are all included in this document. In addition, a special open meeting of Academic Board for the College of Sciences and Health was held on Wednesday, 13th January from 10am to 12noon. All staff in the College were invited to attend and all staff who have made submissions were invited to speak about their submission. The submissions were categorised as follows: Demonstrations: These were submissions relating to the use of specific technologies. Authors of these submissions were allocated a time slot of 3-4 minutes at the Academic Board meeting, during which they shared their screen and demonstrated their use of software. 10 such demonstrations took place at the Academic Board meeting. Presentations: These were submissions relating to more general changes in teaching and learning. Authors of these submissions were allocated a time slot of 1-2 minutes at the Academic Board meeting, during which they spoke about their submission with a single PowerPoint slide. 24 such presentations took place at the Academic Board meeting. Documented: Three additional submissions have been included in this document, also relating to general changes in teaching and learning

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