Proceedings of the 1st Annual Higher Education Flipped Learning Conference

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Students\u27 Perceptions of Sense of Community in Abstract Algebra: Contributing Factors and Benefits

In this phenomenological study, we explore how multiple assessments contribute to creating a sense of community (SOC) in an undergraduate abstract algebra course. Strike (2004) describes community as a process rather than a feeling and outlines four characteristics of community: coherence, cohesion, care, and contact. In this report, we describe contributing factors to and perceived benefits of SOC that students provided in an open-ended interview. Our findings indicate students viewed the teacher and the classroom environment as the primary sources of creating a SOC. Our findings also suggest students believed the SOC of the classroom increased classroom interaction and opened the doors of communication between students and with the instructor. The contributing factors align with Strike’s and McMillan and Chavis’ (1986) definitions of community, support social cognitive theory, and serve as a model for building a SOC in the classroom

Preparing Faculty for Flipped Learning

Dr. Overmyer will share the details of the Flipped Learning Academy initiative to help faculty create flipped classrooms. The session will include important dos and don\u27ts” and lessons learned in preparing faculty for flipped learning

Student Perceptions of Flipped Learning Survey and a Call for Research for Abeysekera and Dawson (2015)

We will continue the interactive workshop with a discussion of a call for research from Abeysekera & Dawson (2015) (1) including their six testable propositions surrounding student motivation and cognitive load. We will also share our work of the development of a survey of student perceptions of flipped learning that came from this call for research. Reference: Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14

Preparing Faculty for Flipped Learning II

A glimpse into the active learning portion of the Flipped Learning Academy for faculty. Participate in exercises to begin to think about how to flip your course. What are your goals in transforming a course? How will flipping your course help you and your students attain those goals? What resources do you need to flip? Come participate in discussions like this and hear snippets from our three cohorts of over 30 faculty