flipped classroom does not automatically result in higher ... · flipped classroom does not...

flipped classroom does not automatically result in higher pass rates a case study for the course Applied Mechanics part 1, 1st Bachelor, Engineering ScienceEvert Vanechtstudent counselorFaculty of Engineering ScienceKU Leuven

content

• higher education in Belgium?• what is flipped teaching?• how is this put into practice?• were the students activated?• what is the impact on learning outcomes?• what is the perception of the students?• what does literature say?• how to proceed?

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higher education in Flanders?

higher education in Flanders?• Flanders

o 5 universities and 22 university collegeso we have a bachelor and master structure (Bologna)o the general admission requirement for Bachelor

Programmes is the Flemish secondary education diploma

o No entrance exams

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higher education@ KU Leuven ?

• heart of Western Europe• founded in 1425• Belgium's largest and highest-ranked university• one of the oldest and most renowned universities in Europe• caters to more than 40,000 students spread out over 16

faculties• Faculty of Engineering Science has a total of 1,600 students• 523 new first year bachelor students started at our faculty

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what is flipped teaching?


• flipped teaching o flipped classroom, backwards classroom, Thayer methodo “blended learning”

• students study new content online (usually at home) • former homework is done in class

o in the classroom: coaching and interaction instead of passiveone-way information transfer

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source: http://www.knewton.com/flipped-classroom/


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source: http://www.knewton.com/flipped-classroom/


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why flip?o increase learning outcomes

• by beter use of face-to-face time• by activating students during alle phases (before, during, and after

class)

o technology easily available• Many options for recording videos• Many options for streaming

• videolab – Toledo• youtube

how is this put into practice?


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bachelor Engineering Science• Applied Mechanics – part 1 (5 ECTS)

o when: 1st bachelor, 1st semestero teaching team: Prof. Jos Vander Sloten, Prof. Dirk Vandepitte,

Riet Callens, Tinne De Laet, Evert Vanechto number of students: 638 (2 groups)

implemented for the first time this academic year


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traditional?• lectures, practice sessions, exam• limited theory!• exercise exam!

goal: students make exercises during the semester (active/independent)

how did we flip?• before each lesson (except 1st), watch one or more short video’s (max. 15

minutes) • in class:

o brief summaryo exercise on blackboard by teachero solve problem under guidance of teacher and assistent


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• web clips recorded via tablet-screencasts: • digital recording of tablet screen output, including audio recording

(ExplainEverything-app)• combining ‘development by hand’ (cfr. chalkboard) and pieces of prepared

text, graphics and voice recording

• streamed via virtual learning platform (videolab and Toledo)

https://cygnus.cc.kuleuven.be/webapps/portal/frameset.jsp?tab=null&url=/webapps/blackboard/execute/courseMain?course_id=_526497_1

were the students activated?

were the students activated?

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• during interactive lecture: Yes …o students made excercises and asked questions

• 15 student representatives (hearing 13 November 2013)o were very enthusiastic about the approach o suggested to implement in other courseso web lectures are a good preparation for the lessonso web clips should not last much longer than 10 minutes

0

50

100

150

200

250

300

350

400

Activ

ity le

vel

group ALe

ctur

e2

Lect

ure

1 (n

o cl

ip)

Lect

ure

3L

4L

5 L 6

L 7

L 8

L 9

L 11

(TTT

)L

12

L 13 L

14

L 15

were the students activated?• before interaction college:

#stud = 257

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0

50

100

150

200

250

300

350

400

Activ

ity le

vel

group A

Lect

ure

2Le

ctur

e1

(no

clip

)

Lect

ure

3L

4L

5 L 6

L 7

L 8

L 9

L 11

(TTT

)L

12

L 13

wor

kco

llege

L 14

L 15

were the students activated?• before interaction college: No

16%

35%

42%

52%

66%60%

71%

#stud = 257

percentage of students that did not watch

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what is the impact on learning outcomes?


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0

10

20

30

40

50

60

70

80

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

score

#stud = 638 mean = 7.3/20standard deviation= 3.6passing rate 29%

Score /20

# st

uden

tsdistribution exam scores all students


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0

10

20

30

40

50

60

70

80

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

score

#stud = 638 mean = 7,3standard deviation= 3,6passing rate 29%

Score /20

# st

uden

tsdistribution exam scores all students

what is the impact on learning outcomes?correlation between activity level and exam score

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contradiction!student representatives perceive ‘flipped classroom’

as more activating

many students are not activated before the interactive lecturelearning outcomes are not better

survey• did students got more activated? • were they better prepared for class?• did they study more efficient/effective?

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what is the perception of the students?

what is the perception of the students?

25% participated in survey35% of these students gave additional feedback17% engineer-architect/ 83% engineer

0

10

20

30

40

50

60

70

80

all students

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

participants survey

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what is the perception of the students?- flipped teaching

I’m enthusiastic about the current approach (flippedteaching)

this approach suits me because it forces me to make exercises in class

this approach is not good for me because I couldnot keep up

24%

63%

11%

2%0%

10%

20%

30%

40%

50%

60%

70%

full agreement tend to agree tend to disagree totally disagree

13%

50%

32%

6%

0%

10%

20%

30%

40%

50%

60%


6%

24%

57%

13%

0%

10%

20%

30%

40%

50%

60%

full agreement tend to agree tend todisagree

totally disagree25

what is the perception of the students?- web clips

I found the web clips useful I did not look at the webclips

I prepared myself well for the interactive lectures viewing the web clips before class should bemandatory

29%

48%

16%

5%

0%

10%

20%

30%

40%

50%

60%


totally disagree

4%11%

24%

61%

0%

10%

20%

30%

40%

50%

60%

70%


totally disagree

6%

41%

47%

4%

0%

10%

20%

30%

40%

50%


15%

41%

31%

12%

0%

10%

20%

30%

40%

50%


totally disagree26

what is the perception of the students?- interactive lectures

I made excercises in an independent manner during the interactive lectures

I could not keep up during the interactive lecturesbecause I did not master the new concepts yet

9%

53%

36%

2%0%

10%

20%

30%

40%

50%

60%


10%

38% 40%

11%

0%

10%

20%

30%

40%

50%


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what is the perception of the students?– making excercises

I have made exercises actively and independentlyduring the semester

24%

42%

29%

5%

0%

10%

20%

30%

40%

50%


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what is the perception of the students?– suggestions for us

• webclips should be shorter (boring, too slow) - 27%• slides should be available (to study at own pace) - 11%• content of web clips was repeated at start of class (web clips

redundant and/or first 15 min of interactive lecture of littleinterest) - 16%

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what is the perception of the students?– suggestions for themselves

• "I should have made a lot of exercises on a regular basis and not all exercises at the end of the semester"

• “you just have to make enough exercises"• “just do a lot of exercises and start early!"• "I obviously need to practice more during the semester"• "exercises are much more important than theory. I would make

more exercises and then go back to theory when something is unclear. Now I wanted to first understand the theory, and then make exercises. However, this strategy was not correct"

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what does literature say?

what does literature say?• Freeman et al.

- a meta-analysis of 225 studies that reported data on traditional lectures versus active learning in undergraduate STEM courses- average examination scores raised by 6%- average failure rate decreased from 34% to 22%- less effective for large class sizes (>110)

• Kettle - watching videos = least enjoyable part for the students- weaker, less diligent students were not equipped for the problem-solving lesson after watching a video lecture

Freeman et al, PNAS, 2014M. Kettle, Physics Eduction, 2013

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what does literature say?

• Toto and Nguyen suggest the use of a ‘door check’ quiz- 1 to 3 question quiz to encourage the students to view the web clips

• Lucke et al. suggest the use of a Class Response System (CRS)

- allows students to use their mobile devices to respond to a variety of (graded) questions during class- encourages student engagement and participation- providing immediate feedback to both students and instructors- particularly in large classes

R, Toto and H. Nguyen, Frontiers in Education Conference, 2009Lucke et al, Frontiers in Education Conference, 2013

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how to proceed?

how will we proceed?• we keep on flipping!• interactive lectures

o no summary of the web clip content at the start of class• web colleges

o emphasize importance of preparationo where possible shorter and more powerfulo mandatoryo activating questions during web lecture (grade)o monitor viewing habits and send warnings

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acknowledgement• thanks to

o Dirk Vandepitte, Jos Vander Sloten, Riet Callens, Kathleen Geraedts, Tinne De Laet

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questions?suggestions?

Evert Vanechtstudent counselorFaculty of Engineering Science

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