Probing the Inverted Classroom: A Study of Teaching and Learning Outcomes in Engineering and Mathematics
- Published:
- Briefs, Case Studies, Papers, Reports
- Author(s) and Contributors:
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Author(s): Nancy Lape Rachel Levy Darryl Yong
- Source(s) and Collection(s):
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Sources(s): EDUCAUSE Learning Initiative (ELI) Collection(s): Seeking Evidence of Impact (SEI) Case Studies
- ParentTopics:
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.
The Seeking Evidence of Impact (SEI) program is intended to bring the teaching and learning community into a discussion about ways of gathering evidence of the impact of our innovations and current practices. The goal of the SEI case studies is to provide examples of successful projects evaluating the impact of innovation, technology, and best practices in teaching and learning.
In addition to the SEI case studies, you may find other ELI resources useful in addressing teaching, learning, and technology issues at your institution. To learn more, please visit the ELI Resources page.