Document Type
Article
Department
Mathematics (HMC)
Publication Date
1-16-2015
Abstract
Flipped classrooms have started to become commonplace on university campuses. Despite the growing number of flipped courses, however, quantitative information on their effectiveness remains sparse. Active learning is a mode of instruction that focuses the responsibility of learning on learners. Multiple studies have shown that active learning leads to better student outcomes. Given that instructors in flipped classrooms are generally able to create more opportunities for students to apply or practice course material, we hypothesized that students in a flipped classroom would exhibit more learning compared to students in an unflipped class. This case study describes our research comparing an unflipped class that engages students in some active learning to a flipped class that creates more time for active learning and to look for measurable differences in student learning, attitude toward course material, and metacognitive skills
Rights Information
© 2015 EDUCAUSE
Recommended Citation
N. Lape, R. Levy, D. Yong, "Probing the Inverted Classroom: A Study of Teaching and Learning Outcomes in Engineering and Mathematics", SEI Case Study Series, EDUCAUSE Learning Initiative
