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Investigating the “flipped” classroom. Jamie Jensen, Brigham Young University Anita L. Manogaran, Marquette University Elizabeth Allan , University of Central Oklahoma Andrea Phillott , University of Asian Women. Prior to class. In class. After class. Prior to class. In class.
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Investigating the “flipped” classroom. Jamie Jensen, Brigham Young University Anita L. Manogaran, Marquette University Elizabeth Allan, University of Central Oklahoma Andrea Phillott, University of Asian Women
Prior to class In class After class
Prior to class In class
Goal of the study: Compare the flipped classroom to more traditional active learning strategies across three institutions
A work in progress: • Marquette University: • Private University/ 12,500 students/ Doctoral granting • ~250 students per class (flipped and non-flipped) • Freshman General Biology for Majors
Marquette University Mean Score Low order High order Short Term
Marquette University Mean Score Low order High order High order Short Term Long Term
Marquette University Mean Score Low order High order Low order High order Short Term Long Term *p<0.001
A work in progress: • Brigham Young University • Private University/ 35,000 students/ Doctoral granting • ~60 students per class (flipped and non-flipped) • Non-majors Biology
Brigham Young University * Mean Score High order Low order High order Short Term Long Term
Brigham Young University * Mean Score High order Low order High order Short Term Long Term
Brigham Young University * Mean Score High order Low order High order Short Term Long Term *p<0.03
Brigham Young University Homework Mean Score Flipped Non-Flipped p<0.662
Preliminary trends… • From two schools on one activity – there is no difference in performance in higher order assessments. • Future: data collection ongoing.
Special Thanks Catalytic Grant Award Pearson Education Campbell Family Jane Reece