Flipping Class: Assessing Differences and Sharing Experiences

Flipping Class:Assessing Differences and Sharing Experiences

Gerard Beenen California State University, Fullerton

March 14, 2014Assessment Conference XVIII

Background> Application> Analysis> Takeaways

Getting past the hype

The flipped class model pushes traditional lecture content outside the class, and pulls content application into the class.


Questions to consider

1. How effective is a flipped versus traditional version of the same management 340 organizational behavior course?

2. Are there student characteristics that predict more favorable outcomes for a flipped versus traditional course?

3. What experiences have you had (+/-) with flipping a course?


A day in the life of a flipped class student


Let’s go for a test drive

• Example 1– Excerpt from online module on emotions– Introductory content viewed outside of class

• Example 2– Excerpt from module on decision making– Content viewed outside of class, followed by in-

class exercise


ACME Surfboards• You’re evaluating manufacturing surfboards

locally, centrally in the US, or in China.– Local, central and overseas production range

from most to least expensive to manufacture.• What criteria are important? Define 3-4

criteria, and weight them in importance (e.g., allocate 100 points to your criteria).

• Rate each option on a scale of 1-10, weighted by the importance of each criterion.


Assessing learning outcomes1. Assign discussion groups of 3-5 students.2. How are they applying the material in the

discussion groups?– Are all or only a few students in discussion?– What kinds of roles are emerging?

3. Groups used white board space to share their results with class.– Review outputs, identify themes, bring attention

to creative solutions


Comparing learning outcomesCategory

Exam performance 74% 73%

Participation assignments* 73% 83%

Participation in groups 82% 79%

Team papers* 83% 88%

Class satisfaction+ 4.38 4.12


N=96. *p<.05. +p<.1. Negative relationship depicted in red.

Quantitative SOQs (1 to 4 scale)Face-to-face vs. flipped format


3.61 3.45Students generally preferred f2f over flipped.

3.71…but expectations matter! Are they expecting an online or f2f course?

Qualitative SOQsFlipped format student comments

Could improve…• “Could improve the boring

internet class. Flipped class is a flop. All online or all in- person.”

• “I expected class lecture rather than online lecture. I feel like this is an online class.”

Did well…• “Enjoyed flipped

format…is extremely fast-paced…holds student accountable.”

• “Group activities helped us better understand the material.”


What predicts interest in a flipped course?


VariableTook a flipped course (control)

Autonomous self-regulationBig five personalityKolb’s learning stylePerformance goal/implicit theory

Δ R2

.12**

.08*

.03

.02

.10+

N=94. **p<.01. +p<.1. Negative relationship depicted in red.

Flipping Class (Mgmt 340)

ProsOpportunity to try something new

May help student engagement in class…?

Forces you to be more application-oriented; helps students practice skills


ConsNew isn’t necessarily better; expect lower ratings!

May facilitate disengagement outside class

Some students don’t want online instruction; may prefer traditional class

Conclusions

• Worth trying if you have access to online content.– Pre-test content (e.g., with an online class)– Keep online lectures to <20 minutes

• No clear evidence for better teaching outcomes.• Student expectations likely play a key role.• Potential person-situation fit issue for students– Autonomous motivation– Avoidance mindset (-)


Questions?


Flipping Class: Assessing Differences and Sharing Experiences

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