Virtual Learning Environments: Linking participation to evaluation

Abstract

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Flipping the classroom: is it the type of flipping that adds value?

“…The OLS results in Table 3 below are broadly consistent with Moffatt and Robinson (2015) and our control variables are as expected. The variable for previous exam results, proxying differences in overall microeconomic knowledge, is positive and statistically significant.…”

“…Given exam questions tend to be more essay-orientated this highlights the general need for continuing investment in the provision of generic skills. As with Moffatt and Robinson (2015), we find no evidence that completing online quizzes positively affects student performance levels.…”

“…We hypothesized that arguing that flipping relies upon well-planned, carefully constructed presession learning resources and without this, students' motivation to learn will be unchanged and the pedagogical impact on student assessment outcomes would be minimal compared to a traditional lecture. We investigated the effects of these different approaches to flipping upon examination results, first by utilising an OLS regression and probit and then by adopting quantile regression following the work of Moffatt and Robinson (2015).…”

“…To meet our objective we conduct an OLS and probit analysis before employing quantile regression to provide a more complete understanding of the impact of non-didactic flipping on student performance (following the work of Moffatt and Robinson 2015;Ng et al, 2011 andSiriopoulos andPomonis 2009). While Ordinary Least Squares (OLS) provides estimates of the mean effect on student performance, quantile regression allowed us to differentiate between effects on distinct groups of students, in our case, relatively low performers and relatively high performers.…”

“…While Ordinary Least Squares (OLS) provides estimates of the mean effect on student performance, quantile regression allowed us to differentiate between effects on distinct groups of students, in our case, relatively low performers and relatively high performers. Using this approach, Moffatt and Robinson (2015) dismiss any significant positive effect of online multiple-choice revision quizzes within the VLE. As our online resources also include quizzes, our approach also provides a check on the findings of Moffatt and Robinson.…”