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Autor/inn/en | Stover, Sheri; Houston, M. A. |
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Titel | Designing Flipped-Classes to Be Taught with Limited Resources: Impact on Students' Attitudes and Learning |
Quelle | In: Journal of the Scholarship of Teaching and Learning, 19 (2019) 3, S.34-48 (15 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1527-9316 |
Schlagwörter | Blended Learning; Communities of Practice; Curriculum Design; Accounting; Introductory Courses; Student Attitudes; College Students; Active Learning; Student Satisfaction; Teaching Methods; Educational Resources |
Abstract | Flipped-classes in higher education are becoming increasingly widespread due to the appeal of replacing passive lectures with active-learning communities of inquiry. This mixed methods research study follows the efforts of a professor who had limited resources as she incorporated the flipped-class design in her introductory accounting class. Class designs (lecture vs flipped-class) were compared using the community of inquiry survey, satisfaction survey, opened-ended comments, and students' final exam scores. The study found the flipped-class design had a significant impact on students' attitudes with higher levels of community of inquiry (CoI) (p = .002), teaching presence (TP) (p = .002), social presence (SP) (p = .002), and improved satisfaction levels (SAT) (p = .003). Open-ended comments resulted in more positive comments in the flipped class design compared to the traditional lecture format (90% vs 37%). The higher levels of CoI predicted students' SAT score (65.4%). The study found no significant changes in students' learning as measured by their final exam or perceptions of cognitive presence (CP). (As Provided). |
Anmerkungen | Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |