scholarly journals Experiences Flipping an Undergraduate Advertising Course

2017 ◽  
Vol 8 (5) ◽  
pp. 1
Author(s):  
Robert Mark Rouwenhorst
Keyword(s):  
Experiential Learning ◽  
Student Performance ◽  
Real World ◽  
Flipped Classroom ◽  
Integrated Marketing ◽  
Traditional Lecture ◽  
Course Content ◽  
Marketing Education ◽  
Flipped Classrooms ◽  
And Control

This article discusses the positive outcomes of changing to a flipped classroom instructional approach and how creating a greater sense of influence and control for students in group projects can positively impact multiple measures of student performance and self-reported attitudes. Two sections completed the same readings and videos covering 13 course content modules. Rather than a traditional lecture-based course, most of the class time was used on experiential learning activities. Students worked with real-world clients to create advertising campaigns. One section completed research and pitched their ideas for a social media campaign to a franchise with over 50 restaurants. This section was seen as “low ownership” because students did not know if their ideas would be implemented. The second section created an integrated marketing campaign for an event on campus that drew over 400 attendees. This section is labelled as “high ownership” because the students felt more involved with their project as they imagined, created, and executed the advertising and organization for an event. Overall, most students in both sections preferred the flipped approach to traditional lecture. While the percent of videos watched and grades did not differ between the two sections, students in the high ownership section reported more interest in their project, were more likely to recommend keeping the flipped approach, were more likely to recommend the course to others, found the flipped classroom more interesting than lecture-only classes, and said they learned more using a flipped approach vs. a lecture-only class. These results demonstrate how flipped classrooms and experiential learning exercises with real-world results can improve marketing education.

scholarly journals Engineering Education through a Flipped Classroom Model

2018 ◽  
Author(s):  
David Wang ◽  
Adam Gomes
Keyword(s):  
Best Practices ◽  
Student Performance ◽  
Flipped Classroom ◽  
Core Curriculum ◽  
Engineering Students ◽  
Capstone Project ◽  
Variable Control ◽  
Flipped Classrooms ◽  
Comparison Of The Results ◽  
And Control

Abstract – A flipped classroom model is used to teach a 4th year multi-variable control systems course. This course is a technical elective and is not in the core curriculum. The capstone project is to model and control a nonlinear robot in simulation. The students are interdisciplinary Engineering students (Mechanical, Mechatronics, Computer and Electrical). Building upon accepted best practices for flipped classrooms, several additional enhancements are applied and evaluated. The results of student surveys as well as a comparison of the results of student performance in the capstone project between traditional and flipped lecturing techniques are presented. It is believed that the enhancements that were implemented can aid in future flipped classroom initiatives.  

scholarly journals Reflections on Experiential Learning in an Undergraduate Global Health Course

2019 ◽  
Vol 12 ◽  
pp. 71-78
Author(s):  
Obidimma Ezezika
Keyword(s):  
Experiential Learning ◽  
Global Health ◽  
Real World ◽  
Learning Activities ◽  
Job Market ◽  
Course Content ◽  
Milieu De Travail ◽  
Design And Implementation ◽  
Health Course ◽  
Students Success

Experiential learning has the potential to enhance students’ success and prepare them for the job market, including through class experiences that mirror experiences in the workforce. In this article, I lay out the process of incorporating experiential learning in a global health course. I have derived three key lessons from the design and implementation of this course: focus on one overarching goal, align learning activities with real world expectations, and help students understand connections between their projects and course content. These lessons provide insights to integrate experiential learning activities in the classroom.   L’apprentissage expérientiel a le potentiel d’améliorer la réussite des étudiants et de les préparer pour le marché du travail, notamment en créant en classe des expériences qui ressemblent aux expériences en milieu de travail. Dans cet article, je présente le processus d’incorporation de l’apprentissage expérientiel dans un cours sur la santé mondiale. Je tire trois leçons de la conception et de la mise en œuvre de ce cours : il faut 1) se concentrer sur un objectif primordial, 2) harmoniser les activités d’apprentissage et les attentes du monde réel et 3) aider les étudiants à comprendre les rapports entre leurs projets et le contenu du cours. Ces leçons permettent de mieux comprendre comment incorporer des activités d’apprentissage expérientiel en classe.

How Students in a First-Year Composition Course Respond to the Flipped Classroom

2016 ◽  
pp. 1405-1425
Author(s):  
Christina R. Grimsley
Keyword(s):  
Flipped Classroom ◽  
College Writing ◽  
First Year ◽  
Video Technology ◽  
Traditional Lecture ◽  
Course Content ◽  
Entry Level ◽  
First Year Composition ◽  
Composition Course ◽  
Writing Course

This qualitative pilot study investigated how 19 students enrolled in an entry-level college writing course responded to the use of video technology to supplement and flip class curriculum. Students were provided 10 video podcasts to augment course content and flip four class lessons. Collected through six student surveys and video download data, the results, including students' podcast viewership behaviors and attitudes toward the videos, are presented. The data revealed the college writing students involved in this study were generally satisfied with the flipped classroom and preferred it over the traditional lecture format. Download patterns indicated, however, less than half of the students watched the podcasts. Despite low viewership, the results suggest that the incorporation of video technology brings writing teachers opportunities to optimize class time by delving deeper into course content and by expanding the number of course assignments.

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 Effects of Flipped Classroom on Learning Outcomes and Satisfaction: An Experiential Learning Perspective

2021 ◽  
Vol 13 (16) ◽  
pp. 9298
Author(s):  
Chien-Chih Chen
Keyword(s):  
Experiential Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Theory ◽  
Flipped Classroom ◽  
Learning Cycle ◽  
Experiential Learning Theory ◽  
E Learning ◽  
Flipped Classrooms ◽  
Better Than

This article explores the flipped-classroom learning cycle and traditional blended-learning cycle from the experiential learning-theory perspective, according to which we proposed three teaching strategies: high-flipped classroom (high-FC), low-flipped classroom (low-FC), and Traditional Blended Learning (traditional BL). And, the three teaching strategies are adopted in the course of Enterprise Resource Planning System. The purpose is to investigate the effects of learning outcomes and satisfaction among high-FC, traditional BL, and low-FC. This research adopts a quasi-experimental method. The sample for the study is a compulsory course of the Information Management Department of the University of Science and Technology in Taiwan, with a total of 94 students in two classes. There are several research conclusions. (1) The three groups of t test results found that there are significant differences in the learning outcomes of the system skills. high-FC is better than low-FC, low-FC is better than traditional BL, and high-FC is better than traditional BL. However, there are no significant differences in the learning outcomes of process knowledge. (2) The results of ANOVA testing showed that students have the highest perceived learning outcomes for high-FC, followed by low-FC and traditional BL. (3) The results of ANOVA testing showed that students have the highest perceived learning satisfaction in high-FC, followed by low-FC, and the lowest is traditional BL. (4) The t test result shows that students are more satisfied with preview e-learning than review e-learning. The study findings provide several implications. (1) It is feasible to implement flipped classrooms from the perspective of experiential-learning theory. (2) Fully flipped classrooms have practical difficulties. A partially flipped classroom (high-FC or low-FC) can be a feasible gradual strategy. (3) Flipped classrooms and e-learning support each other’s sustainable development. (4) The flipped classroom based on experiential learning theoretical perspective has obtained preliminary verification in the ERP-system course.

The Partially Flipped Classroom

2018 ◽  
Vol 45 (2) ◽  
pp. 154-157 ◽  
Author(s):  
Stephanie Burgoyne ◽  
Judy Eaton
Keyword(s):  
Flipped Classroom ◽  
The Other ◽  
Methods Course ◽  
Class Structure ◽  
Traditional Lecture ◽  
Large Classes ◽  
Classroom Techniques ◽  
Traditional Format ◽  
Flipped Classrooms ◽  
Junk Science

Flipped classrooms are gaining popularity, especially in psychology statistics courses. However, not all courses lend themselves to a fully flipped design, and some instructors might not want to commit to flipping every class. We tested the effectiveness of flipping just one component (a module on junk science) of a large methods course. We compared two sections, one in a traditional format ( n = 128) and the other in a flipped format ( n = 139), based on students’ academic performance and attitudes toward the class structure. Compared to students in the traditional lecture section, students in the flipped section performed significantly better on a quiz tied to the lecture content and rated their enjoyment of the exercise as higher. These findings demonstrate the utility of using partial flipped classroom techniques with large classes.

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 Classrooms in Undergraduate Statistics: Online Works Just Fine

2021 ◽  
pp. 009862832110463
Author(s):  
David Playfoot
Keyword(s):  
Student Performance ◽  
Teaching Methods ◽  
Flipped Classroom ◽  
Classroom Context ◽  
Class Time ◽  
Active And Collaborative Learning ◽  
Improve Student Performance ◽  
Flipped Classrooms ◽  
Approach Method ◽  
Current Article

Background The flipped classroom method requires that students engage with homework before coming to the classroom so that class time can be spent on active and collaborative learning exercises. Research has demonstrated that this can improve student performance versus traditional lecturer-led teaching methods. Objective: During the COVID-19 pandemic, the vast majority of teaching has been entirely online such that even ‘in-class’ time has been virtual. The current article examined whether online-only delivery affects the efficacy of the flipped classroom approach. Method: Grades for a research methods and statistics module and a statistics portfolio assignment were compared across consecutive cohorts of undergraduate psychology students taught by different methods. Results: Overall grades on the module did not differ significantly across teaching methods but student performance on statistics tests did. Flipped classrooms, whether accompanied by on-campus or synchronous online classes, led to significantly better performance than traditional methods. No detriment was observed by teaching entirely online. Conclusion: The key advantages of the flipped classroom method appear driven by active learning which can occur irrespective of classroom context. Teaching Implications: Using flipped classrooms can be a useful tool, particularly in subjects where students may otherwise be less engaged with the content.

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.

Flipping a Programing Class to Improve Student Performance and Student Satisfaction

2019 ◽  
Vol 10 (1) ◽  
pp. 27-39 ◽  
Author(s):  
David Chen ◽  
Jolon Faichney
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Performance ◽  
Instructional Strategy ◽  
Flipped Classroom ◽  
Computer Programming ◽  
Improve Student Performance ◽  
Traditional Mode ◽  
Flipped Classrooms

Flipped classrooms are an instructional strategy that is becoming popular in educational contexts, particularly higher education. The principle of Flipped Classroom is that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. Various studies have reported increased student performance and satisfaction after switching to a flipped classroom. However, most of these studies are based on students' perceptions of their own learning, not based on teachers' assessment of students' achievements. This article presents the results of flipping a computer programming course. It first describes how this course was flipped, then it presents the results of comparing the average marks awarded to students between those that took the course offering in flipped mode and those that took the course in the traditional mode. The comparison showed an increase in student performance in a flipped mode. Furthermore, the increase in student performance was sustained for 3 years, which is the full duration of this study. The comparison of student satisfaction showed an increase in student satisfaction in one campus, while the student satisfaction remained steady in another campus.

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