The Flipped Classroom with Tutor Support: An Experience in a Level One Statistics Unit

Autor/inn/en	Khan, Ramzan N.; Watson, Rashmi
Titel	The Flipped Classroom with Tutor Support: An Experience in a Level One Statistics Unit
Quelle	In: Journal of University Teaching and Learning Practice, 15 (2018) 3, Artikel 3 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Teaching Methods; Blended Learning; Statistics; Units of Study; Mathematics Instruction; Higher Education; Tutors; Peer Teaching; Lecture Method; Student Attitudes; College Students; Correlation; Academic Achievement; Feedback (Response); Learner Engagement; Foreign Countries; Learning Theories; Concept Formation; Tests; Scores; Business Administration Education; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Statistik; Lerneinheit; Mathematics lessons; Mathematikunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Förderlehrer; Lehrender; Tutor; Peer group teaching; Peer Group Teaching; Schülerverhalten; Collegestudent; Korrelation; Schulleistung; Ausland; Learning theory; Lerntheorie; Concept learning; Begriffsbildung; Examination; Prüfung; Examen; Australien
Abstract	The flipped classroom aims to improve learning by engaging students in educational activities outside of traditional lessons. Flipped classrooms have steadily gained popularity in the last decade and are a topic of discussion in teaching and learning forums. However, its adoption in mathematics and statistics has been subdued. Most higher education mathematics and statistics are still delivered through traditional lectures where students are passive participants. In this study, experiences of flipping a large first-level statistics class are presented. The implementation included a combination of peer learning and tutor-assistance in lectures. Student performance, in the form of final examination and overall marks over four semesters (two with traditional delivery and two flipped), were analysed for differences with respect to the two teaching modes after adjusting for demographic differences. In addition, student survey data were analysed with a view to revealing any relationship between attitude towards a flipped classroom and performance. The results showed that students' performance improved and an increased understanding of concepts was achieved through the flipped classroom approach. Evidence also indicated an increase in learner engagement. Student feedback indicated a higher preference for a flipped mode overall and in particular for ages 20 and below. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01