Case Study

This chapter discusses how the information received from subsequent cycles should be interpreted. It explains that the results from subsequent cycles will show both continual and continuous improvements. It also explains the envelope of improvement that places an upper limit on the amount that the results can improve over time. It expands on this concept by similarly showing that the TD factors are significant predictors of relative student satisfaction (which in turn measure outcomes) and how they can change as the number of P-D-S-A cycles increases. Continuing with our case study, we will find that the transactional distance between student and student is the only factor that remains significant in every cycle. This underlies the importance of team interaction to satisfaction in the flipped classroom. Finally, the traditional learning outcome of student grades is shown for the same course the years before it was flipped, and the years after it was flipped. The flipped classes show improvement in average and median grades as well as grade spread, attesting to the camaraderie and team loyalty developed among team members that encouraged everyone to contribute to each other's success.

Case Study

This chapter is a continuation of the STUDY step material presented in the prior chapter, and consists of a numerical example illustrating the computational steps for applying the Scale of Relative Proximity. A case study is then initiated, which will be carried through the remainder of the book. In this chapter, the relative proximities for each transactional distance factor and student satisfaction are presented for the case study. This will indicate the end of the STUDY phase and provide the information that will be used during the ACT step to develop improvement alternatives.

Teaching Flipped Classes

This chapter corresponds to the DO step in the P-D-S-A cycle, where the syllabus is translated into day-to-day learning delivery both within and outside of the classroom. It discusses some of the unanticipated issues that have been encountered over the years and how they have been managed. The factors that determine student and team satisfaction are discussed as well as some of the group issues that may have to be dealt with, including the impact of group size and how to handle “slackers.” This chapter discusses the importance of designing the quizzes, exams, and learning materials so that they reinforce the learning routine developed during a flipped class. And, the point is made that instructors attempting to teach a flipped class for the first time should be briefed and mentored by experienced “flippers” as far as what to expect so as to avoid unexpected surprises in the flipped class.

Overview

This chapter provides an overview of why flipped learning should be considered and how it can be implemented to yield amazing results. It begins by defining “flipped” as it will be used throughout this book. It then outlines the benefits that students, teachers, and administrators have derived from using the material presented in this book. In particular, it describes how flipped learning develops student leadership abilities that will serve them well throughout their personal and professional lives. The second part of the chapter provides an overview of the book, including a preview of flipped learning principles that were extended to produce measurable results and a description of the metric used to define the results of flipped learning. The Theory of Transactional Distances will be introduced as the theoretical underpinning of the methodology used to measure the results. Finally, flipped learning (as used in this book) will consist of a continual cycling through four steps: 1) Planning the syllabus; 2) Teaching the course; 3) Measuring results; and 4) Developing improvement alternatives based on the results.

Emerging Research

This chapter provides an overview of current research prompted by the findings of the case study explored through this book. The focus of the research is to increase understanding of the factors influencing the transactional distance between students and students. This is largely formed as a consequence of the collaboration that takes place in class during the IGL activities. The first research project aims to shed light on the reasons why students would or would not recommend a flipped class to their friends. This research is quantitative because it is based on measurable answers given by students to questions on a survey. The second research project is qualitative, and seeks to go beyond the survey answers to uncover the reasons behind the answers using focus groups as a tool. The last piece of research is motivated by the conclusions of a number of previous studies indicating that students do not effectively know how to collaborate within groups. This research involves the development and introduction of an up-front leadership/teaming module for flipped classes under the hypothesis that it will enhance effective group collaboration throughout the semester.

Case Study

This chapter corresponds to the ACT step in the P-D-S-A cycle. It continues with the case study that was begun in Chapter 5, and examines the relative proximities of the individual elements of the significant TD factors to yield ideas that may improve relative student satisfaction. It explains the analysis that takes place to associate them with specific items in the course syllabus. Thus, this chapter provides the information that can guide syllabus changes to improve course outcomes the next time the course is offered and signals the completion of the first P-D-S-A cycle.

Measuring Flipped Learning Results

This chapter corresponds to the STUDY step in the P-D-S-A cycle, where the results of the flipped class are compiled and analyzed. The chapter will discuss the definition, acquisition, and analysis of data that will yield relevant and appropriate results. Michael G. Moore's Theory of Transactional Distance provides the theoretical foundation underlying the measurement scales that are presented in this chapter. These include the Scale of Transactional Distance and the Scale of Relative Proximity for measuring transactional distances in the flipped classroom, and the COLL-TD/F scale to measure collaboration in the flipped class. The use of student satisfaction as an outcome measure is discussed, and the determination of which transactional distance are significant predictors of satisfaction is explained.

Designing Flipped Learning

This chapter corresponds to the PLAN step in the P-D-S-A cycle. It presents principles and practices for flipped learning that have been refined over four years of research and in-class experience. Research has shown their use to hold promise for a triple win: students win because they are more satisfied in a flipped class; faculty win because more satisfied students are more engaged with their learning; and administrators win because more satisfied and engaged students are less likely to drop their classes. However, their use does not guarantee success, but it does constitute the best attempt at flipped learning based on current information we have at hand. These principles cover the preparation and use of out-of-class learning materials, the configuration of learning spaces conducive to interactive group learning activities, means of achieving effective collaboration within teams, the changed role of the instructor, and the design of quizzes and exams that are consistent with flipped learning. Together, this material constitutes the basis for the preparation of a flipped learning syllabus and course schedule.