Proposal Title

Exploring Associations between Flipped Learning and Students’ Approaches to Studying

Proposal Abstract

This presentation reports on results from two Fall 2013 undergraduate courses in Nursing and Health Information Management recently redesigned for flipped learning. This project uses a grounded theory approach to examine the relationship between student study approaches and the student in-class behaviors in, and preferences for, active and flipped learning environments. Two faculty and two staff members collaborated on the project. The presentation summarizes pre-and-post student study approach data from the Approaches and Study Skills Inventory for Students (ASSIST), which scores students on surface, strategic, and deep study approach scales. Additional data presented are weekly observation forms completed by faculty and three in-class observations per course. The presentation engages the audience in the conceptual and procedural processes of the research project through clicker questions posed to individuals and small groups. Participants leave with a deeper understanding of connections between student study approaches and in-class behaviors, methods and tools for observing in-class active learning behaviors; and faculty and staff roles in team research.

Location

Room 1005

Publication Type and Release Option

Presentation (Open Access)

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Mar 26th, 11:00 AM Mar 26th, 11:45 AM

Exploring Associations between Flipped Learning and Students’ Approaches to Studying

Room 1005

This presentation reports on results from two Fall 2013 undergraduate courses in Nursing and Health Information Management recently redesigned for flipped learning. This project uses a grounded theory approach to examine the relationship between student study approaches and the student in-class behaviors in, and preferences for, active and flipped learning environments. Two faculty and two staff members collaborated on the project. The presentation summarizes pre-and-post student study approach data from the Approaches and Study Skills Inventory for Students (ASSIST), which scores students on surface, strategic, and deep study approach scales. Additional data presented are weekly observation forms completed by faculty and three in-class observations per course. The presentation engages the audience in the conceptual and procedural processes of the research project through clicker questions posed to individuals and small groups. Participants leave with a deeper understanding of connections between student study approaches and in-class behaviors, methods and tools for observing in-class active learning behaviors; and faculty and staff roles in team research.