Board #69 : Blended vs. Flipped Teaching: One Course - Three Engineering Schools

Lou, Yingyan; Scott, Andrew; Clark, Renee M.; Kaw, Autar; Besterfield‐Sacre, Mary

doi:10.18260/1-2--27974

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…For the in‐class learning activities, nine instructors provided quizzes at the start of face‐to‐face instruction to assess students' preclass understanding. Short multiple‐choice (Ossman & Bucks, ) and electronic response (i.e., iClicker®) questions (Clark, Kaw, Lou, Scott, & Besterfield‐Sacre, ) were some possible formats of the quizzes. Seventeen instructors offered a brief review of preclass materials.…”

Section: Resultsmentioning

confidence: 99%

The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research

Hew

2019

J of Engineering Edu

113

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Background The flipped classroom has become more widely used in engineering education. However, a systematic and quantitative assessment of its achievement outcomes has not been conducted to date. Purpose To address this gap, we examined the findings from comparative articles published between 2008 and 2017 through a meta‐analysis to summarize the overall effects of the flipped classroom on student achievement in engineering education. Scope/Method We searched and analyzed journal and conference publications on flipped classroom studies in engineering education in K‐12 and higher education contexts. Twenty‐nine comparative interventions were included in a meta‐analysis involving 2,590 students exposed to flipped classroom and 2,739 students exposed to traditional lectures. A content analysis was also conducted to determine how the flipped engineering classroom benefits student learning. Conclusions The meta‐analysis comparing these 29 traditional—flipped interventions in relation to student achievement showed an overall significant effect in favor of the flipped classroom over traditional lecturing (Hedges' g = 0.289, 95% CI [0.165, 0.414], p < .001). A moderator analysis showed that the effect of the flipped classroom was further enhanced when instructors offered a brief review at the start of face‐to‐face classes. Our qualitative findings suggest that self‐paced learning and more problem‐solving activities were the two most frequently reported benefits that promoted student learning. Based on quantitative and qualitative support, several implications are identified for future practice, such as offering a brief in‐class review of preclass materials. Some recommendations for future research are also provided.

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Section: Resultsmentioning

confidence: 99%

The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research

Hew

2019

J of Engineering Edu

113

View full text Add to dashboard Cite

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“…For the fall offerings, the instructor adopts a blended-classroom approach [10] [11]. Students are required to watch short videos, read relevant textbook chapters, and complete pre-class assignments before coming to class.…”

Section: Course Overviewmentioning

confidence: 99%

Oral Formative Assessment as a Means to Increasing Total Learning and Engagement in an Engineering University Classroom

Ward

Lou²

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Board #69 : Blended vs. Flipped Teaching: One Course - Three Engineering Schools

Cited by 2 publications

References 16 publications

The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research

The impact of flipped classrooms on student achievement in engineering education: A meta‐analysis of 10 years of research

Oral Formative Assessment as a Means to Increasing Total Learning and Engagement in an Engineering University Classroom

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