An Engaging, Yet Failed Flip
The flipped classroom is growing significantly as a model of learning in higher education. However, there are ample problems with the research on flipped classrooms, including where success is often defined by student perceptions and a lack of consistent, empirical research supporting improved acad...
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Series: | InSight : A Journal of Scholarly Teaching |
Online Access: | http://www.insightjournal.net/wp-content/uploads/2017/08/9-Krahenbuhl.pdf |
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doaj-62565feb0b1e40a5ad01fb7bf131f8da2020-11-25T01:49:10ZengPark UniversityInSight : A Journal of Scholarly Teaching1933-48501933-48692017-08-01121132144An Engaging, Yet Failed FlipKevin S. Krahenbuhl0Middle Tennessee State UniversityThe flipped classroom is growing significantly as a model of learning in higher education. However, there are ample problems with the research on flipped classrooms, including where success is often defined by student perceptions and a lack of consistent, empirical research supporting improved academic learning. This quasi-experimental study describes a semester-long comparison of two of the same courses taught by the same instructor utilizing a primarily didactic lecture approach and a flipped classroom approach. The experiment found results in which students in the didactic lecture class had significantly higher end-of-course scores than those in the flipped classroom; however, with regards to a document-based analytic essay question there was no statistically significant difference.http://www.insightjournal.net/wp-content/uploads/2017/08/9-Krahenbuhl.pdf |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Kevin S. Krahenbuhl |
spellingShingle |
Kevin S. Krahenbuhl An Engaging, Yet Failed Flip InSight : A Journal of Scholarly Teaching |
author_facet |
Kevin S. Krahenbuhl |
author_sort |
Kevin S. Krahenbuhl |
title |
An Engaging, Yet Failed Flip |
title_short |
An Engaging, Yet Failed Flip |
title_full |
An Engaging, Yet Failed Flip |
title_fullStr |
An Engaging, Yet Failed Flip |
title_full_unstemmed |
An Engaging, Yet Failed Flip |
title_sort |
engaging, yet failed flip |
publisher |
Park University |
series |
InSight : A Journal of Scholarly Teaching |
issn |
1933-4850 1933-4869 |
publishDate |
2017-08-01 |
description |
The flipped classroom is growing significantly as a model of learning in higher education. However, there are ample problems with the research on flipped classrooms, including where
success is often defined by student perceptions and a lack of consistent, empirical research supporting improved academic learning. This quasi-experimental study describes a semester-long comparison of two of the same courses taught by the same instructor utilizing a primarily didactic lecture approach and a flipped classroom approach. The experiment found results in
which students in the didactic lecture class had significantly higher end-of-course scores than those in the flipped classroom; however, with regards to a document-based analytic essay
question there was no statistically significant difference. |
url |
http://www.insightjournal.net/wp-content/uploads/2017/08/9-Krahenbuhl.pdf |
work_keys_str_mv |
AT kevinskrahenbuhl anengagingyetfailedflip AT kevinskrahenbuhl engagingyetfailedflip |
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