Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course | IEEE Journals & Magazine | IEEE Xplore

Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course


Abstract:

An inverted, or flipped, classroom, where content delivery includes video lectures watched outside of the classroom, is a method that can free classroom time for learner-...Show More

Abstract:

An inverted, or flipped, classroom, where content delivery includes video lectures watched outside of the classroom, is a method that can free classroom time for learner-centered activities such as active and problem-based learning. This study compared the effectiveness of an inverted classroom to a traditional classroom in three areas: 1) content coverage; 2) student performance on traditional quizzes and exam problems; and 3) student observations and perception of the inverted classroom format. A control-treatment experiment comparing an inverted classroom to a traditional lecture-style format was used. The results show that: 1) the inverted classroom allowed the instructor to cover more material; 2) students participating in the inverted classroom performed as well or better on comparable quiz and exam questions and on open-ended design problems; and 3) while students initially struggled with the new format, they adapted quickly and found the inverted classroom format to be satisfactory and effective.
Published in: IEEE Transactions on Education ( Volume: 56, Issue: 4, November 2013)
Page(s): 430 - 435
Date of Publication: 18 March 2013

ISSN Information:


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