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Examining Scalability for Flipped Classrooms:
Implementing and Studying College Algebra Across 32 Sections
Keith Hubbard, Ph.D.Stephen F. Austin, Nacogdoches, TX
Beth Cory, Ph.D.Sam Houston State University, Huntsville, TX
WHAT Is a Flipped Class?
TRADITIONAL
IN CLASS LECTURE
AT HOME PROBLEMS TO SOLVE
FLIPPED
AT HOME LECTURE
IN CLASS PROBLEMS TO SOLVE
Flipped Classroom OR Flipped Learning??
• Flipped Learning (noun)A pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.
(Flipped Learning Network, 2014 www.flippedlearning.org)
Flipped Classroom OR Flipped Learning??
• Flipped Learning (noun)A pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.
(Flipped Learning Network, 2014 www.flippedlearning.org)
Flipped Classroom OR Flipped Learning??
Flipped Classroom OR Flipped Learning??
• Flipped Learning (noun)A pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.
(Flipped Learning Network, 2014 www.flippedlearning.org)
Flipped Classroom OR Flipped Learning??
• Flipped Learning (noun)A pedagogical approach in which first contact with new concepts moves from the group learning space to the individual learning space in the form of structured activity, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.
(Robert Talbert, 2017 Flipped Learning A Guide for Higher Education Faculty)
A Benefit of Flipping
Supports active learning.
• Active learning (noun) The process of having students engage in some activity that forces them to reflect upon ideas and how they are using those ideas.
(Michael, 2006 as cited in Kadry & El Hami, 2014).
Freeman & Colleagues (2014)Meta-Analysis of 225 StudiesActive learning vs. Traditional Learning
(in STEM)
1.5 times more likely to fail
(consistent across disciplines)
Overmeyer (2015) Compared College Algebra Final Exam Scores
Flipped(5 sections)
Traditional(6 sections)
IBL Experience(2 sections)
No IBL Experience(3 sections)
p=.057
p<.05
Overview: What We Did1. Desiged videos & activities.2. Instructors chose preferred method of instruction.3. Examined performance of 447 flipped & 486 standard
students total for fall and spring.4. Examined experiences of 4 flipped & 6 standard instructors.
Methodology: Material Development● 115 Videos (3-11 minutes)
○ Professor & math teaching major took lead○ All flipped instructors appeared○ Varied motifs
● 30 quizzes (2-3 questions)● 35 classroom activities (4-8 explorations)
○ Professor & math grad student took lead○ Focus on higher order cognition
Videos
https://youtu.be/yRW9EcIm4fE https://youtu.be/wbuhLtqZtOY
https://youtu.be/jhLSmMDvZv8
Video Outlines
Methodology: Material Development● 115 Videos (3-11 minutes)
○ Professor & math teaching major took lead○ All flipped instructors appeared○ Varied motifs
● 30 quizzes (2-3 questions)● 35 classroom activities (4-8 explorations)
○ Professor & math grad student took lead○ Focus on higher order cognition
Quizzes
Methodology: Material Development● 115 Videos (3-11 minutes)
○ Professor & math teaching major took lead○ All flipped instructors appeared○ Varied motifs
● 30 quizzes (2-3 questions)● 35 classroom activities (4-8 explorations)
○ Professor & math grad student took lead○ Focus on higher order cognition
Activities
Homework: MyMathLab
Research Questions: Set 1
• Does a flipped learning environment result in better pass rates for College Algebra?
• Does a flipped learning environment result in better final exam scores for College Algebra?
• Does a flipped learning environment encourage students to persist in mathematics?
Results: Pass Rates
Semester Type Enrollment Pass % (A,B,C)
Fall 2014 Standard 653 50%
Fall 2015Standard 336 49%
Flipped 276 58%
Spring 2015 Standard 427 41%
Spring 2016Standard 150 42%
Flipped 171 46%
Results: Final Exam
Multiple Choice
Short Answer
Fall 2015Flip 39% 68%
Std 39% 62%
Spring 2016Flip 44% 64%
Std 44% 62%
Results: Final Exam
Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Total
Fall
2015 Flip 59% 63% 70% 91% 87% 86% 85% 81% 90% 96% 94% 89% 75% 75% 68% 54% 67% 46% 76%
Std 73% 58% 62% 78% 80% 84% 75% 78% 96% 98% 95% 94% 72% 76% 57% 50% 56% 53% 74%
Spr2
016
Flip 64% 40% 60% 77% 86% 84% 66% 85% 86% 90% 88% 84% 62% 75% 56% 44% 49% 40% 69%
Std 71% 51% 64% 76% 75% 85% 71% 77% 93% 95% 95% 92% 78% 88% 70% 56% 66% 59% 76%
Group Question:• Is it common in your discipline to have
published negative findings?
Results: PersistenceInstructor Enrolled
F15Another
Math S16Passing
S16Enrolled
S16Another
Math F16Passed
F16
SA 107 34% 39% 76 24% 28%SB 36 44% 69% -- -- --SC 51 22% 91% -- -- --SD 69 32% 77% -- -- --SE -- -- -- 74 26% 63%SF 73 33% 67% -- -- --
Total/Average 336 32% 62% 150 25% 46%
FA 36 39% 43% 25 20% 60%FB 104 43% 67% 21 38% 38%
FC 100 38% 68% 50 36% 44%FD 36 69% 64% 75 25% 63%
Total/Average 276 44% 64% 171 29% 52%
Research Questions: Set 2• Does a flipped learning environment free up class
time for active learning techniques?
• Does a flipped learning environment allow instructors more time to help student’s understand difficult concepts with less pressure to cover the allotted material?
• Does a flipped learning environment help instructors more accurately perceive students’ preparation for College Algebra?
Results: Time for Active Learning
Instructor In-Class GroupWork
Whole-ClassDiscussion
StudentPresentations
Students critiqueothers’ work.
SA 1-4 times a month 1-4 times a month Not at all Not at allSB 1-2 times a week 1-4 times a semester Not at all 1-4 times a monthSC 1-4 times a semester 1-2 times a week 1-4 times a semester Not at allSD almost every class Not at all Not at all almost every classSE 1-4 times a semester 1-4 times a semester Not at all Not at allSF 1-4 times a month almost every class Not at all Not at all
FA much of each class almost every class Not at all almost every classFB much of each class almost every class almost every class 1-2 times a weekFC almost every class 1-2 times a week 1-4 times a month 1-4 times a semesterFD much of each class almost every class 1-2 times a week 1-2 times a week
Results: Time for Active Learning
Instructor Asked students questions during
class.
Ask students to explain their work
during class.
Individual In-ClassWork
LECTURESA almost every class 1-2 times a week 1-4 times a month Not at allSB almost every class 1-2 times a week 1-2 times a week almost every classSC almost every class almost every class almost every class almost every classSD much of each class 1-4 times a semester almost every class almost every classSE almost every class almost every class almost every class almost every class
SF much of each classalmost every class
periodalmost every class
much of each class
FA almost every class almost every class almost every class 1-4 times a semesterFB much of each class much of each class almost every class 1-4 times a semesterFC almost every class 1-2 times a week almost every class almost every classFD much of each class much of each 1-2 times a week 1-4 times a month
Results: Time & Pressure
Instructor
Time To Help Students Understand Difficult
IdeasPressure to Cover Material Quickly
PassingF15/S16
SA Very Frequently Very Frequently 45% / 46%SB Frequently Infrequently 55% / ---SC Frequently Infrequently 81% / ---SD Infrequently Frequently 27% / ---SE Frequently Frequently --- / 39%SF Infrequently Infrequently 52% / ---
AVERAGE 49% / 42%FA Very Frequently Infrequently 83% / 56%FB Frequently Infrequently 40% / 38%FC Frequently Frequently 67% / 50%
FD Frequently Infrequently 57% / 43%AVERAGE 58% / 46%
Results: Perceptions of Preparedness
InstructorWell-
PreparedPassingF15/S16
SA 77% 45% / 46%SB 10% 55% / ---SC 20% 81% / ---SD 8% 27% / ---SE 20% --- / 39%SF 15% 52% / ---
Average 25% 49% / 42%FA 61% 83% / 56%FB 10% 40% / 38%FC 45% 67% / 50%FD 35% 57% / 43%
Average 37.75% 58% / 46%
Note: Instructors were surveyed once – after the end of the academic year.
R2 Measuring Strength of Relationship
O StandardR2 = 0.003
FlippedR2 = 0.988
R2 with Outlier RemovedO StandardR2 = 0.793
FlippedR2 = 0.988
Group Thoughts: • Do these results about instructor
perceptions of student preparedness surprise you?
• What do these results say about active learning?
Summary and DiscussionFlipping the classroom frees up class time
Allows for more active learning techniques
More individualized instructor time with students
More accurate instructor perceptions
Higher pass rates and student persistence
Future Directions:• Disaggregate by major• Examine short answer portion of final exams• Analyze student focus group data• Examine student evaluations of same professor,
pre- and post-flip• Examine instructor experience levels with active
learning• Compare different flipped learning formats• Cross-institutional study
Tips for FlippingTips for Video CreationTips for Implementing a Flipped Classroom
Tips for Video Creation1. Use Free Resources!
flippedclassroomworkshop.com
khanacademy.org
youtube.com
Tips for Video Creation
2. Make your own videos.
FREEeducreations.com showme.com
$$$Camtasia Studiogoanimate.com
Other Tips for Video Creation• Keep Videos Short : 10-minutes or less.
• Don’t waste students’ time. • Create a script ahead of time.• Don’t repeat yourself.• Teach it one way only.
• Perfection: Not required.
• Content of Videos• Procedural Lessons.• Introduce next day's topic and key concepts.• Add humor.
• Make your own videos. Students prefer it!They like to see your face.Collaborate.
Tips for Implementing a Flipped Classroom
• Tips for at-home activities• Tips for in-class activities
Tips for At-Home Activities
• Design at-home activities that scaffold preparation(Talbert, 2015)
• Lay out precise learning objectives.• Provide a rich set of high quality resources for attaining the
objectives. • Provide simple, low risk exercises as a check for the students. • Pay attention to the time they are spending at home.
• Ideas to provide incentive:• Questions or blog-posts.• Follow-along worksheets/guided notes.• Open-note quizzes.• Students recommend required pre-class quizzes.• Golden Ticket• Student presentations of homework solutions in-class.• zaption.com
Tips for At-Home Activities
Tips: zaption.com
Tips for In-Class Activities
• Transform traditional homeworkinto in-class activities that are more conceptual.
(Wasserman et al., 2012)
• Enforce expectations. (Talbert, 2015) • Adjust but don’t reteach.• Send to another room or to a computer to watch the videos.
Tips for In-Class Activities“Success in the flipped classroom stands or falls on the
ability to communicate regularly with students.”(Talbert, 2015)
• Sell the flipped classroom to your students.• Student push-back comes from unsettledness not hostility. • Make sure they know why you are flipping.• Make sure they are aware of the expectations.• Provide a safe space for them to make mistakes.• Let them know they will be doing the “hard stuff” together.• Let them know how hard YOU are working! • Listen to your students carefully.
Group Thoughts: • What would the next steps be for you
personally in this area?