Document Type

Conference Proceeding

Publication Date

6-14-2015

Publication Title

2015 ASEE Annual Conference and Exposition

DOI

10.18260/p.23419

Abstract

A Unique Hybrid Flipped Classroom Model with an Online Discussion ComponentThe effectiveness of active learning pedagogy and the huge technological advancements in thearea of educational technology were the key factors that made classroom flipping possible.Flipping a classroom has the effect of altering the dynamics of the learning process by switchingthe role of the student from a passive to an active role. Under this model, the student is giveninstructions to watch a set of short online videos about the topics being taught which is usuallydone outside the classroom. It is the responsibility of the student to ensure that the learningprocess has occurred, therefore, the role of the instructor in this model will also change from aleader to a facilitator. Classroom flipping has the advantage of not limiting the learning processwithin the classroom, allowing students to learn at their own pace and freeing up lecture time todo more active learning activities such as discussion, collaboration, and problem solving.However, replacing lecture time with online videos watching would eliminate the interactivelearning environment that existed within the traditional classroom settings. This interactivelearning environment is known to help tailor the direction of the lecture based on the studentsinput.In this paper, a unique flipped classroom model using a hybrid between the traditional, flipped,and online classrooms is presented. In this model, the instructor prepared a detailed set of lecturenotes which were especially written for the course. These lecture notes were designed to be usedby the students at the same time as they were watching the online videos to help prepare for theirlectures. Furthermore, students were asked to post their questions online in a discussion group totrigger interactions among the students and the instructor outside the classroom. Based on thestudents’ questions and answers, the instructor prepared a 15-minutes lecture review to addressthe students concerns and clarify the content. After the brief lecture review, the class was turnedinto a studio where students put into practice what they have learned from the lectures inside andoutside the classroom. An online quiz is administered towards the end of the lecture to monitorthe students' level of preparation and understanding of the topics discussed. As a result of thisclassroom model, it is shown that this proposed model 1) helped increase the pace of learning, 2)improved the quality of questions addressed in the classroom, 3) allowed for more creative ideasand discussions, and finally, 4) increased the students overall understandings and improvedtheir performance. To validate these findings, a quantitative and a qualitative analysis wereconducted. The effectiveness of this model was verified quantitatively by assessing the students’performance without and with the implementation of this model in pre and post exams.Assessment results revealed that students subject to this study were able to improve their gradesand score higher on a major exam than they were previously able to achieve without this model.All the instructional tools developed and incorporated into the course lectures were alsopresented and discussed.

Comments

© 2015 American Society for Engineering Education. Authors may archive their work on personal websites or in institutional repositories with the following citation. Article obtained from the American Society for Engineering Education.

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