Evaluating a Flipped Classroom Model in an Undergraduate Research Class
Location
Room 2905 A
Session Format
Paper Presentation
Research Area Topic:
Education & Learning - Curriculum & Instruction
Co-Presenters and Faculty Mentors or Advisors
Diana Sturges
Robert Schlote
Abstract
The goal of the study was to determine the effects of the Flipped Classroom Model on undergraduate Exercise Science majors' basic need satisfaction, motivation, academic performance, and attitudes in a Research Methods course. This session addresses a curricular innovation and its ability to impact student learning. As such it contributes to the advancement of SoTL in this area. An adapted survey, which included the Course Evaluation Questionnaire (Griffin, Coates, McInnis, & James, 2003), the Basic Need Satisfaction in Relationships Scale (La Guardia, Ryan, Couchman, & Deci, 2000), and the Academic Self-Regulation Scale (Ryan & Connell, 1989) was administered to approximately 172 students in two sections of an undergraduate research methods course during the last week of classes in the spring and fall semesters. One section received instruction in a traditional lecture format, while the other received instruction via the Flipped Classroom Model. The session will present comparisons between course sections on all measures, a description of teaching methods and implications for practice. The presenters will conclude by facilitating a discussion about the flipped classroom model in general and the specific teaching strategies used in such a model with attendees.
Keywords
Flipped classroom, Technology, Kinesiology
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Presentation Type and Release Option
Presentation (Open Access)
Start Date
4-24-2015 1:30 PM
End Date
4-24-2015 2:30 PM
Recommended Citation
Jody Langdon, Diana Sturges, and Robert Schlote, "Evaluating a Flipped Classroom Model in an Undergraduate Research Class" (April 24, 2015). Georgia Southern University Research Symposium. Paper 88.
source:http://digitalcommons.georgiasouthern.edu/research_symposium/2015/2015/88
Evaluating a Flipped Classroom Model in an Undergraduate Research Class
Room 2905 A
The goal of the study was to determine the effects of the Flipped Classroom Model on undergraduate Exercise Science majors' basic need satisfaction, motivation, academic performance, and attitudes in a Research Methods course. This session addresses a curricular innovation and its ability to impact student learning. As such it contributes to the advancement of SoTL in this area. An adapted survey, which included the Course Evaluation Questionnaire (Griffin, Coates, McInnis, & James, 2003), the Basic Need Satisfaction in Relationships Scale (La Guardia, Ryan, Couchman, & Deci, 2000), and the Academic Self-Regulation Scale (Ryan & Connell, 1989) was administered to approximately 172 students in two sections of an undergraduate research methods course during the last week of classes in the spring and fall semesters. One section received instruction in a traditional lecture format, while the other received instruction via the Flipped Classroom Model. The session will present comparisons between course sections on all measures, a description of teaching methods and implications for practice. The presenters will conclude by facilitating a discussion about the flipped classroom model in general and the specific teaching strategies used in such a model with attendees.
