The Effectiveness of the Flipped Classroom in Higher Education

El-Azab, Samia; Alazab, Mamoun

doi:10.1109/econf.2015.34

Cited by 30 publications

(10 citation statements)

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“…These videos contain the explanation of concepts, examples, and problem walkthroughs. In-class activities are designed to answer questions or uncover common misconceptions, discuss complex topics, and work with students [6], [9]. Class activities also contain tasks that help students to learn and practice skill sets for mastery of concepts.…”

Section: Background and Related Workmentioning

confidence: 99%

Design and Evaluate the Factors for Flipped Classrooms for Data Management Courses

Mithun

Luo

2020

2020 IEEE Frontiers in Education Conference (FIE)

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This Research to Practice Full Paper presents a framework to evaluate and design flipped classroom activities for data science and management courses. Variants of flipped classrooms have been employed in STEM fields with great success in students' learning outcomes. Research shows that flipped classrooms would improve students' learning if it is implemented following rigorous procedures of an efficient instructional design. As a result, one of the critical focus of current flipped classroom research is what factors educators need to consider when designing a flipped learning environment. Currently, educators incorporate various factors such as "pre-recorded video lecture", "group activity" as a trial and error basis and adjust these factors based on their own experience and students' feedback. On the other hand, the emergence of big data expects a new graduate to demonstrate mastery of concepts and skills for data acquisition, management, and analysis of inference from data when they enter the workforce. Currently, there is no systematic approach available to design a flipped classroom that is for the data science and management courses. In this research, we develop a framework first to investigate and evaluate the flipped classroom factors mentioned in the literature and identify a few that are most relevant to the two data management courses at our institute. Then, we classify each course topics into broader categories. So that the flipped classroom model can be developed for each category. For the flipped classroom for each category, we identify the pre-class and in-class activities to meet a certain learning objective for that topic category for each course. To evaluate the effectiveness of different factors as well as our flipped classroom models, students' performance data, interviews, and surveys are conducted. This process is transformative and can be employed by other STEM disciplines to find the most influential factors to design effective flipped learning classrooms.

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Section: Background and Related Workmentioning

confidence: 99%

Design and Evaluate the Factors for Flipped Classrooms for Data Management Courses

Mithun

Luo

2020

2020 IEEE Frontiers in Education Conference (FIE)

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“…While the merits of flipping a classroom at lower levels of education are still controversial among educators, the method is generally thought to be beneficial in higher education settings, where its benefits allegedly increase with the maturity of students [2,3]. Advantages include optimization of class time, improved engagement by students, support for abstract and conceptual thinking, and enhancement of instructor-student and student-to-student interactions.…”

Section: Related Workmentioning

confidence: 99%

Flipping a Graduate-Level Software Engineering Foundations Course

Erdogmus

Péraire

2017

2017 IEEE/ACM 39th International Conference on Software Engineering: Software Engineering Education and Training Track (ICSE-SE

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Creating a graduate-level software engineering breadth course is challenging. The scope is wide. Students prefer hands-on work over theory. Industry increasingly values soft skills. Changing software technology requires the syllabus to be technology-agnostic, yet abstracting away technology compromises realism. Instructors must balance scope with depth of learning. At Carnegie Mellon University, we designed a flipped-classroom course that tackles these tradeoffs. The course has been offered since Fall 2014 in the Silicon Valley campus. In this paper, we describe the course's key features and summarize our experiences and lessons learned while designing, teaching, and maintaining it. We found that the pure flipped-classroom format was not optimal in ensuring sufficient transfer of knowledge, especially in remote settings. We initially underestimated teaching assistantship resources. We gradually complemented video lectures and hands-on live sessions with additional live components: easily replaceable recitations that focus on current technology and mini lectures that address application of theory and common wisdom. We also provided the students with more opportunities to share their successes and experiments with their peers. We achieved scalability by increasing the number of teaching assistants, paying attention to teaching assistant recruitment, and fostering a culture of mentoring among the teaching team.

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“…These videos contain explanation of concepts, examples, and problem walk throughs. In-class activities are designed to answer questions or uncover common misconceptions, discuss complex topics, and work with students [7,15]. Class activities also contain tasks which help students to learn and practice skillsets for mastery of concepts.…”

Section: Related Workmentioning

confidence: 99%

“…Researchers [6] found that educators have [1,15] show that the following factors have significant impact on the success of a flipped classroom model: 1) out-ofclass and in-class elements must be carefully integrated for students to understand the model and be motivated to prepare for class; 2) shorter, rather than longer videos; and 3) pre-class activities must be coupled with quizzes or follow-up tasks to assess the student's understanding. A successful flipped classroom design requires significant effort and time on the part of faculty [15]. Currently, educators generally evaluate the effectiveness of the whole flipped classroom learning environment rather than the individual components of a flipped classroom [14,16].…”

Section: Related Workmentioning

confidence: 99%

“…In the flipped classroom model, lectures can be replaced by online videos using various screen capture technologies allowing students to use class time for active learning where there is repetition of problem solving, conceptual understanding, and application of what they are learning by practicing with other classmates through group activities and collaboration [2,7]. Thus, a flipped classroom encourages social interaction among students, which is also a useful skill for students' future careers [15]. In this model, students also receive guidance from instructors as well as fellow students.…”

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confidence: 99%

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