Author: Schwobe, David J. - UW-Stout

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Author: Schwobe, David J.

Title: A Feasibility Study of a Flipped Learning Environment for Industrial

Electrical Apprenticeship at Lakeshore Technical College

The accompanying research report is submitted to the University of Wisconsin-Stout, Graduate School in partial completion of the requirements for the Graduate Degree/ Major: MS Career and Technical Education

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Submission Term/Year: Fall 2013

Number of Pages: 37

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Schwobe, David J. A Feasibility Study of a Flipped Learning Environment for Industrial

Electrical Apprenticeship at Lakeshore Technical College

Abstract

With the advancement of educational technologies, there is an increase and need for study in

integrating this technology into the traditional learning environment. One such technology in

the learning environment is the flipped classroom. In a flipped classroom, instructional

technologies are used to capture and present the materials that were traditionally delivered by the

instructor face to face in a virtual or remote manner. Using the flipped classroom allows the use

of the instructors’ time to provide more hands-on laboratory activities and also focus upon the

students that need additional help.

This research investigates whether the students enrolled in the industrial electrical

apprenticeship program at Lakeshore Technical College have the needed hardware and software

applications required to support such a learning environment, the flipped classroom.

The study found that all of the respondents had access to the required equipment and

internet access to implement a flipped learning environment. Further research is needed to

investigate if the needed lab equipment and space is available for implementation of a flipped

classroom approach in the industrial electrical apprenticeship program at Lakeshore Technical

College.

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Table of Contents

Abstract ............................................................................................................................................2

List of Tables ...................................................................................................................................5

Chapter I: Introduction .....................................................................................................................6

Background ......................................................................................................................... 6

Statement of the Problem .................................................................................................... 8

Definition of Terms........................................................................................................... 10

Chapter II: Review of Literature ....................................................................................................11

Instructional Technologies ................................................................................................ 11

Chapter III: Methodology ..............................................................................................................15

Research Design................................................................................................................ 15

Population and Sample (or Setting and Subjects) ............................................................. 15

Instrumentation ................................................................................................................. 16

Data Collection ................................................................................................................. 17

Data Analysis .................................................................................................................... 18

Summary ........................................................................................................................... 18

Chapter IV: Findings......................................................................................................................19

The Sample (or Subjects) .................................................................................................. 19

Findings............................................................................................................................. 20

Summary of Findings ........................................................................................................ 25

Chapter V: Summary, Conclusions, and Recommendations .........................................................27

Summary ........................................................................................................................... 27

Discussion (of the Findings) ............................................................................................. 27

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Conclusions ....................................................................................................................................28

Recommendations ............................................................................................................. 28

References ......................................................................................................................................31

Appendix A: Consent Letter ..........................................................................................................35

Appendix B: Survey Instrument - Industrial Electrical Apprenticeship ........................................36

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List of Tables

Table 1: Survey Response Rate .................................................................................................... 20

Table 2: Access to High Speed Internet at Home ......................................................................... 20

Table 3: Access to High Speed Internet at Work .......................................................................... 21

Table 4: Access to High Speed Internet at School ........................................................................ 21

Table 5: Internet Access to Watch a Lecture Outside of Class ..................................................... 21

Table 6: I Have Access to a Computer Outside of Class .............................................................. 22

Table 7: Would Watch a Recording of a Teacher Lecture to Free Up Class Time for Hands

On/Lab Activity ................................................................................................................ 22

Table 8: Would Like More Class Time to Get Help on Homework ............................................. 23

Table 9: Distracted by Other Students During Class Lectures. .................................................... 23

Table 10: Homework is Difficult .................................................................................................. 24

Table 11: Dread Having to Complete Homework on My Own. ................................................... 24

Table 12: Often Have Questions While Completing Homework that Stops Me From Finishing. 25

Table 13: Did Not Complete Homework Assignments Because I Understand the Examples Given

During the Class Lectures and Did Not Need Additional Practice ................................... 25

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Chapter I: Introduction

Background

The typical university classroom allocates time and space in a way that is familiar to

everybody: Students gather at the class meetings to hear a lecture from the professor and to take

notes, and then students work on homework, projects, and other activities outside of class. The

traditional classroom is so familiar, in fact, that it can be difficult to conceive of classes being

run any other way—and difficult to think of why anyone would ever want to (Talbert, 2012).

While the traditional teaching method is quite passive there are newer methods that

require the student to be a more active part of the learning process. One newer process is called

flipping the classroom (Pape, Sheehan, & Worrell, 2012). In a flipped classroom, teachers use

technology, such as podcasts or videos, to deliver class lectures or demonstrations. If needed, a

student can replay a teacher’s demonstration or lecture several times until they understand all the

concepts. And if they still need more help, they have classroom time the next day to work one-o-

n-one with the teacher (Pape, Sheehan, & Worrell, 2012). The design is such that when the

student arrives in school, they are ready to apply what was delivered via instructional technology

to laboratory or field study assignments.

The industrial electrical apprenticeship is a structured system of workforce development

training combining on-the-job learning under the supervision of experienced journey workers

and related classroom instruction (State of Wisconsin Department of Workforce Development,

2013). The apprenticeship is a four year program that is quite a structured program. At the

center of the apprenticeship is the student-apprentice. In addition an employer is needed to

sponsor the apprentice and to provide the bulk of training in an on the job setting. The second

requirement is a technical college to provide and deliver the state approved curriculum referred

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to as the related classroom instruction. The Bureau of Apprenticeship Standards oversees the

whole process. The industrial electrical apprenticeship consists of 8320 hours, 7600 hours are

on-the-job and 720 hours are related instruction received in the classroom (Lakeshore Technical

College, 2013).

Lakeshore Technical College first hired a full time instructor for the industrial electrical

apprenticeship program in 1998. With low enrollment numbers at the beginning of the

industrial electrical apprenticeship program, the instructor was tasked with teaching multiple

groups or years of apprentices simultaneously, sometimes up to four groups. The learning

environment format at Lakeshore Technical College has evolved and is one which the instructor

teaches two groups at the same time, this allows enough students per class to make the program

sustainable. This format provides the apprentices time alone and makes it tough to cover the

entire industrial electrical curriculum required by the state of Wisconsin (Wisconsin Technical

College System, 2013) during the 720 hours of instruction.

The four year industrial electrical apprenticeship curriculum consists of many topics

including: Direct Current, Alternating Current, Motor Controls, Programmable Logic

Controllers, Variable Speed Drives, Solid State Technology, Motors, Transformers, Generators,

National Electrical Code, Print Reading, Green Awareness, and Fluid Power (Wisconsin

Technical College System, 2013).

Using a modified flipped classroom would offer the apprentices activities while the

instructor is working with the other group of apprentices. This would also aid the instructor’s

ability to get through the entire industrial electrical curriculum that is required by the state of

Wisconsin.

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The Electrical Apprenticeship program has been taught with the traditional teacher

student learning environment without the use of video lectures. It is currently unknown if the

students have the needed technology and internet access to support a flipped learning

environment.

Statement of the Problem

The industrial electrical apprenticeship at Lakeshore Technical College features a

classroom where the instructor has been charged with delivering different levels of curricula to

two groups of apprentices simultaneously. A problem has been noted by previous students and

also through the course instructor feedback that Lakeshore Technical College gathers. The

students have stated that the instructor is often too busy, they want and need more time or more

access with instructor, but are unable to when he is with the other group of apprentices

(Lakeshore Technical College, 2013).

At the time of this study, there were 61 apprentices currently enrolled in the electrical

apprenticeship. There were 19 first year apprentices, 23 second year apprentices, 8 third year

apprentices, and 11 fourth year apprentices.

Specifically, instruction within this learning environment has not been designed to permit

the instructor to be actively engaged with one group of students while the other group

participated in independent learning activities. This reduced the amount of time students were in

direct contact with the instructor which complicated the task of getting all the state required

materials covered in the time allotted.

Decades of research clearly demonstrate that for novices, direct, explicit instruction is

more effective and more efficient than partial guidance (Sweller, Ayres, & Kalyuga, 2011).

Even when student have prior subject knowledge strong guidance is as equally effective as

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unguided approaches. In addition to unguided knowledge typically being less effective, it can

have negative impacts when the students acquire misconceptions or incomplete information

(Kirchner, Sweller, & Clark, 2006).

There is little research existing regarding the use of flipped instructional design in

apprenticeship education. Further investigation was needed to seek out if the students of the

industrial electrical apprenticeship had the need for a flipped learning environment and had the

necessary technology.

This research focused on defining the requirements of a flipped classroom and if a flipped

classroom was appropriate for use in the IEA at Lakeshore Technical College. The sample

included the apprentices to find out if they had access to the necessary technology required to

implement a flipped learning environment. Requirements of the flipped learning environment

included videos or activities for the apprentices to do while the instructor was with the other

group of apprentices. Lab equipment and activities also need to be developed for the apprentices

to do with the instructor. While some hands-on activities currently existed, the flipped

environment will allow time for expanded lab activities. These activities could have included lab

equipment that was already on campus for other programs. However, this created a greater need

to gain access to the equipment through the coordination with other instructors.

Research Questions

The research project attempted to answer the following questions, within the context of

Lakeshore Technical College’s Industrial Electrical Apprenticeship program:

1. Do students have access to the technology necessary to participate in a Flipped

Classroom?

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2. Do the students have a need for the types of things that a flipped classroom can

remediate?

Definition of Terms

There were several terms commonly used in this study that need to be defined for a more

complete understanding of this study.

Apprenticeship. A structured system of training designed to prepare individuals for

skilled occupations. It combines on-the-job learning under the supervision of experienced

journey workers with related classroom instruction (State of Wisconsin Department of

Workforce Development, 2013).

Flipped classroom. A model of teaching in which a student’s homework is the

traditional lecture viewed outside of class on a podcast. Then class time is spent on inquiry-

based learning which would include what would traditionally be viewed as a student’s

homework assignment. Synonymous with Reverse Classroom (University of Southern Colorado,

2013).

Industrial electrical apprenticeship curriculum. 12 curriculum modules that have

been approved by the state committee on May, 34th, 2004 as the minimum Paid Related

Instruction. In 2009 they identified critical core competencies that instructors should address and

revised the total hours for related instruction to 720 (Wisconsin Technical College System,

2013).

Podcast. Any series of audio files that can be downloaded from the Internet, often

released on some regular schedule. Podcasts are named after Apple Computer, Inc.'s iPod

portable audio players, though most podcasts are in a format that can be played on virtually any

computer or smart phone (University of Southern Colorado, 2013).

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Chapter II: Review of Literature

Instructional Technologies

Over the years new technology has increased the number of ways teachers have been

able to deliver information to students. What was once referred to as “correspondence” courses,

where content, literature, and assignments were delivered to students through the postal service,

distance education has continually evolved through the implementation of emerging

communication technologies (Swan, Jackman, & Grubbs, 2005). Benefits such as convenience,

time, efficiency and cost effectiveness make web-based instruction very appealing (Andrews &

Demps, 2003).

Specifically, two of the online learning strategies that have been used were blended

classroom and the flipped classroom (Barseghian, 2013). Both of these formats attempt to

maximize face-to-face time by the following: enabling increased student-to-student and

student-to-teacher interaction. They also offered a more personalized instruction by focusing

on the learning needs of each student.

A blended learning environment was one that used traditional face-to-face methods

supplemented or blended with e-learning methods (Gecer & Dag, 2012). A blended learning

environment could compliment the traditional face to face learning environment. However, it has

been noted that some personal attributes such as time management, forward planning, self-

discipline and determination were needed otherwise challenges would be encountered (Zaeri,

2013).

In the flipped learning model, teachers shifted direct learning out of the large group learning

space and moved it into the individual learning space, with the help of one of several technologies

(Hamdan, Patrick, McKnight, & M., 2013). In a flipped classroom, teachers used technology,

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such as podcasts or videos, to deliver class lectures or demonstrations (Pape, Sheehan, & Worrell,

2012). The videos or screencasts were available for students to access whenever and wherever it

was convenient; at home, during study hall, on the bus, even in the hospital. They could view the

material as many times as they wanted, enabling them to arrive to class better prepared (Musallam,

2010).

A substantial body of research on student-centered, active learning strategies such as

the flipped approach supports the effectiveness of these approaches in increasing student

learning and achievement (e.g., Prince, 2004; Micheal, 2006). Active learning is associated

with improved student academic performance (Hake, 1998; Knight & Wood, 2005; Michael,

2006; Freeman, 2007; Chaplin, 2009).

An online survey of 450 teachers conducted in 2012 by the Flipped Learning

Network found 66% of the teachers surveyed reported their students’ standardized test scores

increased after flipping their classrooms. In the same survey, 80% of teachers perceived an

improvement in their students’ attitudes towards learning. Nearly nine in ten of the teachers

surveyed reported that their job satisfaction also improved, with 46% reporting significant

improvement. Of the educators surveyed, 100% agreed that after flipping their classrooms,

learning became more active. Over 90% said that positive interactions with their students

increased; students had greater access to course material and instruction, students could work

at their own pace; students were more likely to engage in critical thinking; and instruction

became more differentiated and personalized.

Flipped learning does have its critics. Gary Stager, a noted educator, speaker, and

journalist, is one critic of Flipped Learning. During a radio debate with Aaron Sams on

Southern California Public Radio, Stager said that the need to flip the classroom is

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symptomatic of a bloated curriculum (Southern California Public Radio, 2013). Stager is

concerned that flipping the classroom is a way to replace teachers with videos. In looking at

the effect of the flipped classroom model on a computer applications course, Johnson and

Renner (2012) found no significant differences between mean test scores of those who

experienced the flipped classroom components and those students who did not. These results

might be explained by the fact that the instructor of this course was asked to implement the

flipped learning instruction method absent any perceived need (Hamdan, Patrick, McKnight,

& M., 2013).

Gojak (2012) noted that it is not whether or not to flip the classroom, instead,

professional educators ought to ask how they can use the affordances of this model to become

more effective as teachers and increase students’ conceptual understanding, as well as

procedural fluency (where necessary).

To implement a flipped learning environment, the educational environment would

need to strengthen the technology infrastructure (Ullman, 2013). Students would need

adquate devices, computer hardware and software, and Internet access. Technique-heavy

workshops would also assist in the transition (Ullman, 2013). The creation of the recorded

videos, necessitate a digital camera, tripod, white panel board, and some dry erase markers.

Recording the material as the instructor goes through the lesson setup on the white boards

would also be necessary (Brunsell & Horejsi, 2013). It is unfair to demand that students

watch the video outside of the class time for various reasons (Miller, 2012). If the students

watch the videos during class time, this would provide the students a productive activity

while the instructor was working with the other group of students.

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Teachers around the country who’ve flipped, nearly 59% say they’re doing more

labs (Petrinjak, 2012). This would require additional labs along with the equipment and

room to support such a change.

There was additional equipment on Lakeshore Technical College’s campus that

could have been utilized for this purpose, and this would have required proper scheduling

for access to the equipment. Unfortunately this equipment was currently not utilized by the

industrial electrical apprenticeship due to time constraints.

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Chapter III: Methodology

Research shows benefits to a flipped learning environment (Strayer, 2007). This has led

to the exploration of a flipped learning environment for the industrial electrical apprenticeship

program at Lakeshore Technical College. This research project explored the needs of a flipped

learning environment and the student’s access to the needed technology. Specifically two

questions were addressed:


Classroom?


remediate?

Research Design

A descriptive research study was selected to answer the research questions. Quantitative

methodology was employed. The research collection method was a cross-sectional designed

survey. The survey developed, pilot tested and administered. It provided a snapshot of

information at the point in time the survey was administered. The independent variable was the

flipped learning environment. The dependent variable was the Industrial Electrical

Apprenticeship at Lakeshore Technical College.

Population and Sample (or Setting and Subjects)

The population of this study was all industrial electrical apprentices from Lakeshore

Technical College to probe the technology they have available. They were selected due to the

fact they were currently enrolled in the program of the study. The purpose was to determine if

students had access to the technology necessary to participate in a Flipped Classroom, and if the

students have a need for the types of things that a flipped classroom can remediate?

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The survey format was a census survey. All students in the industrial electrical

apprenticeship were given the chance to participate in the survey.

At the time of the study there were 61 industrial electrical apprentices at Lakeshore

Technical College. There were 11 fourth year apprentices, 8 third year apprentices, 23 second

year apprentices, and 19 first year apprentices. All the apprentices were employed in an

industrial setting. There were some apprentices with many years of experience in maintenance

and also some apprentices started the apprenticeship with no maintenance experience. The

instructor had access to all of the industrial electrical apprentices at Lakeshore Technical

College.

Instrumentation

A survey questionnaire was developed to answer the research questions. The survey was

limited to 12 questions and used a Likert scale with selections that forced a response. The

questions were extracted from a previous evaluation that was done to assess Niles Township

219’s usage of the Flipped Classroom Model to increase homework completion, improve student

attitudes towards homework, increase differentiation in the classroom (Camel, 2011). The

questions were all multiple choice. The first four questions used a Likert scale with three points

on the scale: Never, Sometimes, and Always. The remaining eight questions also used a Likert

scale with four points on the Likert scale: Strong disagree, Disagree, Agree, and Strongly Agree.

A Likert scale was used because the questions can be analyzed on an individual basis. The

selection of using three and four points upon the scales was to force the respondent to make a

decision.

A pilot study was conducted prior to disseminating the survey. The pilot study resulted in a

limited response from the apprentices. There were sixteen replies to the pilot study. The results

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of the pilot study identified the following: All students had access to the internet from multiple

locations. There was only one student that does not have access and equipment to watch a

lecture outside of class. There were half of the students that would like more help in class with

the homework. There were two students that are distracted by other students during class time.

There was only one student that dreads having to complete the homework on their own and finds

it difficult to do because of material missed during class time.

The survey was developed using Qualtrics. Qualtrics is an online survey using tool. The

survey was designed with multiple choice questions employing a Likert scale. A cover letter

stating the anonymity of the survey was sent to the students in addition to the link for the online

survey. Qualtrics gathered the data and provides comprehensive data analysis and percentages

upon the data.

Data Collection

One week before launching the actual survey, an e-mail from the researcher was sent out to

the industrial electrical apprenticeship students school e-mail addresses. In addition, work or

personal e-mail addresses that were available were also used. The e-mail stated that the

participation of the survey was optional and the results would be anonymous. The e-mail also

requested the student to watch for the next e-mail which would be sent the following week that

contain a link to complete a survey. There was also a follow up e-mail sent the day after the

survey. Both of these efforts were made to increase the response rates.

One limitation of the survey was the fact that it only surveyed the current students in the

program. This meant that the previous students did not have any input to the study.

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Data Analysis

The data was collected using Qualtrics, an online survey tool. The Qualtrics system

tracked the results of the survey, and provided a summary of statistics. Statistics included

frequency, percentage/mean and standard deviation and will be presented in Chapter Four.

Summary

A survey was used to collect data from all students currently enrolled in the industrial

electrical apprenticeship program at Lakeshore Technical College. This survey was designed to

find out if the students had the required equipment, access to the internet and some traits that a

flipped learning environment could alleviate. An online survey tool was selected due to its ease

of use and to increases the anonymity of the responses. A pilot study was done to test the

validity of a few of the survey questions. A test of reliability could be done by comparing the

pilot study results to the survey results. The pilot study was conducted during the previous

summer; there were limited response due to the limited access to the students. The survey was

administered during the school year to ensure there was reliable access to all 61 students.

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Chapter IV: Findings

The purpose of the study was to determine if there was a need and if the students had the

necessary technology to facilitate a flipped learning environment for the industrial electrical

apprenticeship at Lakeshore Technical College.

Specifically two questions were addressed:


Classroom?


remediate?

The Sample (or Subjects)

The population that was survived consisted of 61 students that were enrolled in the

industrial electrical apprenticeship program at Lakeshore Technical College. An online survey

was sent to all of the current students. The survey was designed to find out if the students had

the required equipment, access to the internet and some traits that a flipped learning environment

could alleviate. An online survey tool was selected due to its ease of use and to increases the

anonymity of the responses. A pilot study was done to test the validity of a few of the survey

questions. A test of reliability could be done by comparing the pilot study results to the survey

results. The pilot study was conducted during the previous summer; there were limited response

due to the limited access to the students. The survey was administered during the school year to

ensure there was reliable access to all 61 students. The approximate age range of students was

from mid-twenties through early fifties. There was one female and the remaining sixty students

were males. All students had graduated high school; some had other education in addition to the

current apprenticeship program. There are currently 61 students in the industrial electrical

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apprenticeship program. Of the students in the program 57 of them replied to the survey which

yielded a response rate of 93.4%. See Table 1.

Table 1

Survey Response Rate

Total Number of Students Total Number of Replies Response Rate

61 57 93.4%

Findings

The first survey question was an attempt to find out if the students had access to high speed

internet (DSL, Cable) at home. Of the respondents there were 47 responses or 82% that selected

always, 7 responses or 12% that selected sometimes and 3 responses or 5% that selected never.

See Table 2.

Table 2

Access to High Speed Internet at Home

Home Never % Sometimes % Always % Mean

Responses 3 5 7 12 47 82 2.77

The second survey question was an attempt to find out if the students had access to high

speed internet (DSL, Cable) at work. Of the respondents there were 28 responses or 49% that

selected always, 20 responses or 35% that selected sometimes and 9 responses or 16% that

selected never. See Table 3.

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Table 3

Access to High Speed Internet at Work

Work Never % Sometimes % Always % Mean

Responses 9 16 20 35 28 49 2.33

The third survey question was an attempt to find out if the students had access to high

speed internet (DSL, Cable) at school. Of the respondents there were 39 responses or 68% that

selected always, 18 responses or 32% that selected sometimes and none of the respondents

selected never. See Table 4.

Table 4

Access to High Speed Internet at School

School Never % Sometimes % Always % Mean

Responses 0 0 18 32 39 68 2.68

The fourth survey question was an attempt to find out if the students had internet access to

watch a lecture outside of class. Of the respondents there were 31 responses or 55% that selected

always, 23 responses or 41% that selected sometimes and 2 responses or 4% that selected never.

See Table 5.

Table 5

Internet Access to Watch a Lecture Outside of Class

Access Never % Sometimes % Always % Mean

Responses

2 4 23 41 31 55 2.52

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The fifth survey question was an attempt to find out if the students had access to a

computer outside of class. Of the respondents there were 32 responses or 56% that strongly

agreed, 23 responses or 40% that agreed, 2 responses or 4% that disagreed, and none of the

respondents strongly disagreed. See Table 6.

Table 6

I Have Access to a Computer Outside of Class

Access Strongly

Disagree

% Disagree % Agree % Strongly

Agree

% Mean

Responses

0 0 2 4 23 40 32 56 3.53

The sixth survey question was an attempt to find out if the students would watch a

recording of the teacher outside of class if it meant freeing up class time for hands on/lab

activity. Of the respondents there were 11 responses or 19% that strongly agreed, 34 responses

or 60% that agreed, 10 responses or 18% that disagreed, and 2 responses or 4% that strongly

disagreed. See Table 7.

Table 7

Would Watch a Recording of a Teacher Lecture To Free Up Class Time for Hands On/Lab

Activity

Recording Strongly

Disagree


Agree

% Mean

Responses

2 4 10 18 34 60 11 19 2.95

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The seventh survey question was an attempt to find out if the students would like more

class time to get help on homework. Of the respondents there were 9 responses or 16% that

strongly agreed, 25 responses or 44% that agreed, 20 responses or 35% that disagreed, and 3

responses or 5% that strongly disagreed. See Table 8.

Table 8

Would Like More Class Time to Get Help on Homework

Help Strongly

Disagree


Agree

% Mean

Responses

3 5 20 35 25 44 9 16 2.70

The eighth survey question was an attempt to find out if the students were distracted by

other students during class lectures. None of the respondents strongly agreed, 7 responses or

12% that agreed, 35 responses or 61% that disagreed, and 15 responses or 26% that strongly

disagreed. See Table 9.

Table 9

Distracted by Other Students During Class Lectures

Distraction Strongly

Disagree


Agree

% Mean

Responses

15 26 35 61 7 12 0 0 1.86

The ninth survey question was an attempt to find out if the students found the homework

difficult to do because they often missed material during a class lecture. None of the respondents

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strongly agreed, 10 responses or 18% that agreed, 40 responses or 70% that disagreed, and 7

responses or 12% that strongly disagreed. See Table 10.

Table 10

Homework is Difficult

Strongly

Disagree


Agree

% Mean

Responses

7 12 40 70 10 18 0 0 2.05

The tenth survey question was an attempt to find out if the students dreaded completing the

homework on their own. There was 1 response or 2% that strongly agreed, 14 responses or 25%

that agreed, 35 responses or 61% that disagreed, and 7 responses or 12% that strongly disagreed.

See Table 11.

Table 11

Dread Having to Complete Homework on My Own

Strongly

Disagree


Agree

% Mean

Responses

7 12 35 61 14 25 1 2 2.16

The eleventh survey question was an attempt to find out if the students often had questions

while completing the homework that prevented them from finishing assignments. Of the

respondents there was 1 response or 2% that strongly agreed, 16 responses or 29% that agreed,

34 responses or 61% that disagreed, and 5 responses or 9% that strongly disagreed. See Table

12.

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Table 12

Often Have Questions While Completing Homework that Stops Me from Finishing

Strongly

Disagree


Agree

% Mean

Responses

5 9 34 61 16 29 1 2 2.23

The twelfth survey question was an attempt to find out if the students did not complete

homework assignments because they understood the examples given during the lecture and did

not need additional practice. None of the respondents strongly agreed, 8 responses or 14% that

agreed, 40 responses or 70% that disagreed, and 9 responses or 16% that strongly disagreed. See

Table 13.

Table 13

Did Not Complete Homework Assignments Because I Understand the Examples Given During

the Class Lectures and Did Not Need Additional Practice

Strongly

Disagree


Agree

% Mean

Responses

9 16 40 70 8 14 0 0 1.98

Summary of Findings

The study found that all students had access to high speed internet (DSL, Cable) from at

least one location. Most students had high speed internet access from multiple locations. There

were only two students that did not have access to a computer outside of class.

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The study showed that most of the students, 79% would watch a recording of the teacher IF

it meant freeing up class time for hands on/lab activity. This could mean that they desired more

hands on/lab activities during class time.

The study showed that 60% of the students would like to get more help during class time.

Some of the 60% could be due to the 12% that were distracted by other students in class. It was

not good to find that there were 27% of students that dreaded doing their homework, nor was it

good to see that 31% had questions that prevented the completion of their homework. There

were only 14% that felt they understood the examples given during the class lecture and did not

need additional practice. This would leave the remaining 86% admitted to needing additional

practice beyond the class lecture.

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Chapter V: Summary, Conclusions, and Recommendations

Summary

The purpose for this survey was an attempt to improve the current learning environment of

the industrial electrical apprenticeship program at Lakeshore Technical College. More

specifically, the study examined the feasibility of flipping the classroom.

This study surveyed the 61 current industrial electrical apprentices to see if there were

needs that a flipped learning environment could remedy and if the students had access to the

technology that is required in such an environment.

The instrument for this study was an online survey and consisted of 12 multiple choice

questions.

Discussion (of the Findings)

The study found that all students had access to high speed internet (DSL, Cable) from at

least one location. Most students had high speed internet access from multiple locations. There

were only two students that did not have access to a computer outside of class.

The study showed that most of the students, 79% would watch a recording of the teacher IF

it meant freeing up class time for hands on/lab activity. This could mean that they desired more

hands on/lab activities during class time.

The study showed that 60% of the students would like to get more help during class time.

Some of the 60% could be due to the 12% that were distracted by other students in class. It was

not good to find that there were 27% of students that dreaded doing their homework, nor was it

good to see that 31% had questions that prevented the completion of their homework. There

were only 14% that felt they understood the examples given during the class lecture and did not

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need additional practice. This would leave the remaining 86% admitted to needing additional

practice beyond the class lecture.

Survey questions inquired about the student’s access to the internet and technology that

would support a flipped learning environment. The data shows that all students have the needed

access and technology required of a flipped classroom at home, school and at work.

The remaining eight questions inquired about various areas that a flipped learning

environment can improve. The data shows that 79% agree upon watching a recorded lecture

outside of class IF it means freeing up class time for hands on/lab activity. Sixty percent would

like more class time to get help on homework. Twelve percent agreed to being distracted during

the lectures by other students. The data shows that 27% of the students dread to do homework

and 31% have questions that prevent them from finishing assignments.

Conclusions

Based on the research findings the following conclusions were drawn:

• All students have the necessary technology and access to facilitate a flipped

learning environment.

• Most of the students, 79%, would watch a recorded lecture outside of class IF it

meant freeing up class time for hands on/lab activities.

• Most of the students, 60%, would like additional help in class with homework.

• Twenty-seven percent (27%) of the students dread completing homework on their

own and 31% have questions preventing them from completing homework.

Recommendations

Based upon the research finding and conclusions, the following recommendations are

being proposed:

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• Explore the use of the current technology the students have access to by offering

additional resources online.

• Take more time in class to ensure the students are comfortable with the assigned

homework.

• With 27% of the students dreading homework and 31% having questions preventing

them from completing homework there is an immediate need for improvement.

• Further research is needed to investigate if the needed lab equipment and space is

available at Lakeshore Technical College

It is recommended to ensure the students are aware of additional online resources and

demonstrate how to access them in class. There should also be more time spent upon additional

practice problems with the whole class and clarify the assigned homework with the whole class.

This should reduce the number of students that are unable to complete their homework and

should also reduce any anxiety related to homework.

Additionally, recordings of the current power point presentations should be created and

made available to the students. This would immediately free up time for the instructor to spend

more time with the students to work through additional practice problems and hands on/lab

activities.

Since the industrial electrical apprenticeship program has increased the program hours to

720 there has been a noticeable increase in the amount of time available for hands on activities.

This potential needs to maximized with the creation of even more hands on/lab activities.

However, the creation of additional hands on/lab activities would require adequate lab space.

With the recent acquisition of programmable logic controllers for the industrial electrical

apprenticeship program there is also a need for an additional lab space to set them up. Further

30

research is required to find out if there is the additional lab equipment and required space for this

growth.

31

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Appendix A: Consent Letter

Dear apprentices,

As a student enrolled in the Electrical Apprenticeship at Lakeshore Technical College

you are being asked to provide input to the program and how it is currently administered. As

you are aware two groups of apprentices are being taught simultaneously, splitting the instructor

between the two groups. This may not be or seem like the optimum format for training.

In an attempt to improve the electrical apprenticeship and the education you receive, I am

asking for your input. Please take a few minutes to fill out the following survey. Be assured,

your responses are anonymous. Please let me know if you have questions or concerns.

Sincerely,

David Schwobe

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Appendix B: Survey Instrument - Industrial Electrical Apprenticeship

1. I have access to high speed internet (DSL, Cable) at home.

( ) Never ( ) Sometimes ( ) Always

2. I have access to high speed internet (DSL, Cable) at work.


3. I have access to high speed internet (DSL, Cable) at school.


4. I have internet access to watch a lecture outside of class.


5. I have access to a computer outside of class.

( ) Strongly disagree ( ) Disagree ( ) Agree ( ) Strongly Agree

6. I would watch a recording of my teacher lecturing outside of class IF it meant freeing up class

time for hands on/lab activity.


7. I would like more class time to get help on homework.


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8. During class lectures, I am distracted by other students in the class.


9. Homework is difficult to do because I often miss material during class lecture.


10. I dread having to complete homework on my own.


11. I often have questions while completing homework that stops me from finishing

assignments.


12. I did not complete homework assignments because I understood the examples given during

the class lecture and did not need additional practice.


Documents

Author: Schwobe, David J. - UW-Stout