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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

Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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Page 1: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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

Page 3: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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)

Page 4: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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)

Page 5: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Flipped Classroom OR Flipped Learning??

Page 6: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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)

Page 7: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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)

Page 8: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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).

Page 9: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Freeman & Colleagues (2014)Meta-Analysis of 225 StudiesActive learning vs. Traditional Learning

(in STEM)

1.5 times more likely to fail

(consistent across disciplines)

Page 10: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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

Page 11: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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.

Page 12: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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

Page 13: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Videos

https://youtu.be/yRW9EcIm4fE https://youtu.be/wbuhLtqZtOY

https://youtu.be/jhLSmMDvZv8

Page 14: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Video Outlines

Page 15: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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

Page 16: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Quizzes

Page 17: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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

Page 18: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Activities

Page 19: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Homework: MyMathLab

Page 20: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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?

Page 21: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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%

Page 22: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Results: Final Exam

Multiple Choice

Short Answer

Fall 2015Flip 39% 68%

Std 39% 62%

Spring 2016Flip 44% 64%

Std 44% 62%

Page 23: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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%

Page 24: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Group Question:• Is it common in your discipline to have

published negative findings?

Page 25: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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%

Page 26: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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?

Page 27: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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

Page 28: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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

Page 29: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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%

Page 30: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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.

Page 31: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

R2 Measuring Strength of Relationship

O StandardR2 = 0.003

FlippedR2 = 0.988

Page 32: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

R2 with Outlier RemovedO StandardR2 = 0.793

FlippedR2 = 0.988

Page 33: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Group Thoughts: • Do these results about instructor

perceptions of student preparedness surprise you?

• What do these results say about active learning?

Page 34: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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

Page 35: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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

Page 36: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Tips for FlippingTips for Video CreationTips for Implementing a Flipped Classroom

Page 37: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Tips for Video Creation1. Use Free Resources!

flippedclassroomworkshop.com

khanacademy.org

youtube.com

Page 38: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Tips for Video Creation

2. Make your own videos.

FREEeducreations.com showme.com

$$$Camtasia Studiogoanimate.com

Page 39: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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.

Page 40: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Tips for Implementing a Flipped Classroom

• Tips for at-home activities• Tips for in-class activities

Page 41: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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.

Page 42: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

• 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

Page 43: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Tips: zaption.com

Page 44: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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.

Page 45: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

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.

Page 46: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX

Group Thoughts: • What would the next steps be for you

personally in this area?

Page 47: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX
Page 48: Examining Scalability for Flipped Classrooms: Implementing ... College Algebra TLC2017.pdfCollege Algebra Across 32 Sections Keith Hubbard, Ph.D. Stephen F. Austin, Nacogdoches, TX