Comparing the Effectiveness of a Traditional versus Flipped Instruction in an Educator Prep Assessment Course
Document Type
Presentation
Presentation Date
2-2020
Abstract or Description
In this study, the researcher will analyze the effectiveness of a flipped instruction model by comparing two groups of students’ exam performance, motivation, study efforts (self-regulation), learners’ participation, student satisfaction, and perceived learning outcomes in lower-and higher-achievers. In the traditional model, students were taught course information during face-to-face class time and assessed in class. In the flipped model, students will read, watch videos, participate in discussions, and complete quizzes prior to class. Class time will be reserved for group discussion, hands-on activities, presentations, individual assessments, and reflection. At the conclusion of the flipped course, the results will be assessed.
Sponsorship/Conference/Institution
SoTL Commons Conference
Location
Savannah, GA
Recommended Citation
Massey, Cynthia C., Jackie HeeYoung Kim, Selcuk Dogan.
2020.
"Comparing the Effectiveness of a Traditional versus Flipped Instruction in an Educator Prep Assessment Course."
Department of Elementary and Special Education Faculty Presentations.
Presentation 211.
https://digitalcommons.georgiasouthern.edu/teach-elementary-facpres/211
Additional Information
Georgia Southern University faculty members, Cynthia C. Massey, Jackie HeeYoung Kim, and Selcuk Dogan presented Comparing the Effectiveness of a Traditional versus Flipped Instruction in an Educator Prep Assessment Course in the SoTL Commons Conference, February 2020.