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Autor/inSamuel, Michelle L.
TitelFlipped Pedagogy and Student Evaluations of Teaching
QuelleIn: Active Learning in Higher Education, 22 (2021) 2, S.159-168 (10 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Samuel, Michelle L.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1469-7874
DOI10.1177/1469787419855188
SchlagwörterFlipped Classroom; College Faculty; Teacher Effectiveness; Student Evaluation of Teacher Performance; Instructional Design; Student Attitudes; Teaching Methods; Decision Making; Undergraduate Students; Majors (Students); Psychology; California
AbstractA common concern of faculty members is student evaluations of teaching scores. Many factors influence student evaluations of teaching including how the course is designed. This study investigated student evaluations of teaching across three pedagogical techniques: the traditional lecture (where lectures were not recorded), recorded lectures, and a flipped classroom model. A between-subject design was used over three semesters. Student evaluations of teaching showed that students rated the instructor significantly higher in a flipped classroom setting. Students also reported liking the course more using the flipped pedagogical technique. Since the flipped format improved both teaching evaluations and student perceptions of the class, this could be useful for instructors when they are deciding how to set up the format of their class. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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