Board 69: Do Adaptive Lessons for Pre-class Experience Improve Flipped Learning?

Abstract

Professor Kaw's main scholarly interests are in engineering education research, adaptive learning, open courseware development, bascule bridge design, fracture mechanics, composite materials, and the state and future of higher education. Funded by National Science Foundation (2002-16), under Professor Kaw's leadership, he and his colleagues from around the nation have developed, implemented, refined and assessed online resources for an open courseware in Numerical Methods (http://nm.MathForCollege.com). This courseware annually receives 1,000,000+ page views, 2,000,000+ views of the YouTube lectures, and 90,000+ visitors to the "numerical methods guy" blog. Professor Kaw has written more than 85 refereed technical papers and his opinion editorials have appeared in the Tampa Bay Times, Tampa Tribune and Chronicle Vitae. His work has been covered/cited/quoted in many media outlets including Chronicle of Higher Education, Inside Higher Education, U.S. Congressional Record, Florida Senate Resolution, ASEE Prism, and Voice of America.

Promoting Personalized Learning in Flipped Classrooms: A Systematic Review Study

“…In four studies [66,67,70,73], the Smart Sparrow interactive learning platform was used to promote PL by developing adapted flipped lessons for each learner. Smart Sparrow provides the learners with multiple representations and resources, such as explanatory videos, reading texts, quizzes, and simulations.…”

“…The data were frequently gathered through online analytics, and sometimes gathered through surveys. LA was focused on the students' learning performance [18,56,66,67,70,73,81,83,[85][86][87], engagement [56,81,84,85,87,88], satisfaction [88], method of time management [87], interaction level [18,70,81,83], perceptions [77,84], and needs/deficiencies and expectations [81,83,88]. The following analytics metrics were used:…”

“…• logging into and out of the LMSs [83,86]; • the participants' demographics [88]; • the frequency of page visits, content access, and study of the learning materials, such as e-books, videos, web lectures, and applications [18,22,70,77,81,83,84,86,88]; • the time spent on learning platforms [18,22,66,70,77,88];…”

“…the frequency of engagement in discussions on online platforms, such as posting messages on the forums and asking or replying to questions [18,77,81,83,84,86,88]; • the exam and quiz scores [18,66,67,73,77,81,84,86]; and • the activity completion [22,66,70].…”

“…Almost all of these studies reported positive results regarding the efficiency of the PFCs for student achievement and learning performance. Only two studies [65,66] reported that there was no significant difference between PFCs and conventional FCs, or other blended learning approaches.…”