scholarly journals Flipped Classroom: A Comparison Of Student Performance Using Instructional Videos And Podcasts Versus The Lecture-Based Model Of Instruction

10.28945/3461 ◽  
2016 ◽  
Vol 13 ◽  
pp. 001-013 ◽  
Author(s):  
Retta Guy ◽  
Gerald Marquis
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Management Information Systems ◽  
Classroom Environments ◽  
Business Majors ◽  
Land Grant University ◽  
Traditional Lecture ◽  
Final Grade ◽  
Instructional Videos ◽  
Quasi Experimental

The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A quasi-experimental design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works as the instructional method impacted students’ final grade. Thus, reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments.

scholarly journals Flipped Classroom: A Comparison Of Student Performance Using Instructional Videos And Podcasts Versus The Lecture-Based Model Of Instruction

10.28945/3458 ◽  
2016 ◽  
Author(s):  
Retta Guy ◽  
Gerald Marquis
Keyword(s):  
Information Technology ◽  
Student Performance ◽  
Flipped Classroom ◽  
Management Information Systems ◽  
Classroom Environments ◽  
Business Majors ◽  
Management Information ◽  
Land Grant University ◽  
Traditional Lecture ◽  
Instructional Videos

[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A causal-comparative design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments.

scholarly journals EFFECTIVENESS OF FLIPPED CLASSROOM ON PRACTICAL SKILLS, ANALYTICAL SKILLS AND CREATIVE SKILLS OF STUDENTS IN MATHEMATICS AT SECONDARY SCHOOL IN INDIA

2021 ◽  
Vol 8 (65) ◽  
pp. 15202-15208
Author(s):  
Monalisa Dash ◽  
Bhujendra Nath Panda
Keyword(s):  
Secondary School ◽  
Flipped Classroom ◽  
Practical Skills ◽  
Student Centered ◽  
Initial Exposure ◽  
Instructional Videos ◽  
Analytical Skills ◽  
Quasi Experimental ◽  
K 12 ◽  
The Impact

Flipped classroom is a strategy in which students are given their initial exposure to ideas via instructional videos that they are told to view at home, freeing up in-class time to engage students in other student-centered activities. Although the impact of flipped classroom in higher education has been documented, it is necessary to investigate the impact of flipped classroom in K-12. As a result, a quasi-experimental research on the effectiveness of the flipped classroom strategy in mathematics is being undertaken in a secondary school in India. Flipped classroom has been proven to increase students' practical skills, analytical skills, and creative skills. Keywords: flipped classroom, secondary education, mathematics, K-12 setting, practical skills, analytical skills, creative skills

scholarly journals “A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

2020 ◽  
Author(s):  
Nadia Singh
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lecture ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

scholarly journals Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

2016 ◽  
Vol 15 (4) ◽  
pp. ar68 ◽  
Author(s):  
Jon R. Stoltzfus ◽  
Julie Libarkin
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Student Perceptions ◽  
Scale Up ◽  
Lecture Hall ◽  
Student Centered ◽  
Traditional Lecture ◽  
Quasi Experimental ◽  
And Performance ◽  
Based Instruction

SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology.

scholarly journals COMPARING STUDENT PERFORMANCE: ONLINE VERSUS BLENDED VERSUS FACE-TO-FACE

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
David K. Larson ◽  
Chung-Hsien Sung
Keyword(s):  
Student Satisfaction ◽  
Student Performance ◽  
Management Information Systems ◽  
Faculty Satisfaction ◽  
Learning Effectiveness ◽  
Online Delivery ◽  
Final Grade ◽  
Face To Face ◽  
Delivery Modes ◽  
Significant Difference

The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems course to determine if there existed a difference in student success among the delivery modes. The research compares student exam and final grade results in this class that was taught by the same instructor using face-to-face, blended and online delivery modes. An Analysis of Variance test was used on the exam and final grade data to determine if a significant difference existed. Additionally, a discussion of this class in relation to student satisfaction, learning effectiveness and faculty satisfaction is presented. This research demonstrates that there is no significant difference among delivery modes. Additionally, blended and online modes for this class do very well when measuring student satisfaction, learning effectiveness and faculty satisfaction.

scholarly journals Effect of flipped teaching on student performance and perceptions in an Introductory Physiology course

2019 ◽  
Vol 43 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Chaya Gopalan
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Teaching Practice ◽  
Teaching Style ◽  
Course Evaluations ◽  
Traditional Teaching ◽  
Positive Perception ◽  
Traditional Lecture ◽  
The Individual ◽  
In The Beginning

Flipped teaching (FT) has caught educators’ attention due to its success in engaging students through pre- and in-class activities. To learn if FT improved student performance, scores from the quizzes and exams of a fully flipped classroom with retrieval exercises were compared with those of five semesters of traditional lecture-based [unflipped (UF)] teaching in an undergraduate sophomore-level physiology course. Student attitude surveys were also evaluated. Student performance on both the quizzes and exams was significantly higher in the FT class in general compared with that of the UF teaching. Interestingly, however, when the individual exam scores were compared between the two styles, the scores for students in the FT were significantly higher for exams 2 and 3, yet lower for exam 1. The shift in performance from exam 1 to exams 2 and 3 is likely explained by the need for time to adjust to the new teaching style. Students reported an overall positive perception of FT in their course evaluations at the end of the semester. In conclusion, FT improved student performance compared with that of lecture-based traditional teaching practice, but required some time to adjust in the beginning of the semester.

scholarly journals Kan omvendt undervisning gi bedre læringsutbytte i legemiddelregning, sammenlignet med tradisjonell undervisning? En kvasieksperimentell kontrollert studie

2020 ◽  
Vol 16 (1) ◽  
pp. 15
Author(s):  
Christine Tørris
Keyword(s):  
Flipped Classroom ◽  
Learning Outcome ◽  
Control Group ◽  
Instructional Time ◽  
Traditional Group ◽  
Control Group Design ◽  
Traditional Lecture ◽  
Course Content ◽  
Dosage Calculation ◽  
Quasi Experimental

Flipped classroom improves student learning in dosage calculation, - a quasi-experimental control group design The flipped classroom method has received increased attention in health sciences education, however, few studies have investigated performance data showing its effectiveness. The aim of this study was to compare learning outcome in a flipped classroom with a standard lecture. The hypothesis was that applying a flipped classroom model in a dosage calculation class would improve learning outcome when compared to standard learning. One group was assigned to a flipped classroom (n=43), and the other group to a traditional lecture-based classroom (n=45). Data were collected through answer sheets and test results. Course content, assessments, and instructional time for both models were equivalent. The social educator students in the flipped group performed better in the test, compared to the traditional group, where the flipped group had 22% reduction in failing the exam.The flipped classroom approach is promising as an acceptable approach for teaching in dosage calculation curricular in higher education.

Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology

2013 ◽  
Vol 37 (4) ◽  
pp. 316-320 ◽  
Author(s):  
Johnathan D. Tune ◽  
Michael Sturek ◽  
David P. Basile
Keyword(s):  
Graduate Students ◽  
Student Performance ◽  
Flipped Classroom ◽  
Effective Means ◽  
Renal Physiology ◽  
First Year ◽  
Traditional Curriculum ◽  
Comparable Group ◽  
Final Grade ◽  
Percentage Points

The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified “flipped classroom” curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period. In the traditional curriculum, attending lectures was optional and there were no quizzes. Evaluation of effectiveness and student performance was achieved by having students in both courses take the same multiple-choice exams. Within a comparable group of graduate students, participants in the flipped course scored significantly higher ( P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage points. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points ( P = 0.06). Based on our experience and responses obtained in blinded student surveys, we propose that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Taken together, our findings support that the flipped classroom model is a highly effective means in which to disseminate key physiological concepts to graduate students.

Performance of underprepared students in traditional versus animation-based flipped-classroom settings

2017 ◽  
Vol 18 (4) ◽  
pp. 841-848 ◽  
Author(s):  
R. Ma. Gregorius
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Underprepared Students ◽  
Classroom Teaching ◽  
First Year ◽  
Traditional Lecture ◽  
First Year College ◽  
First Year College Students ◽  
Traditional Setting

Student performance in a flipped classroom with an animation-based content knowledge development system for the bottom third of the incoming first year college students was compared to that in a traditional lecture-based teaching method. 52% of these students withdrew from the traditionally taught General Chemistry course, compared to 22% in a similar course taught in a flipped classroom teaching method. Of the students who persisted in the course and obtained a grade, there was an increase in A's and B's as well as an increase in D's and F's for students taught in a flipped classroom teaching method when compared to those in the traditional setting. When the course that was initially taught in a flipped classroom method reverted to a traditional teaching method, students in that course generally performed worse than students who were in a traditionally taught course all throughout.

Sign in / Sign up

Export Citation Format

Share Document