Flipped Classroom

Flipping the Classroom: Overview and Discussion on

Implementation and Perceptions of the Model

Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu

Melissa CastilloRich Berg

Dr. Todd ZimmermanUniversity of Wisconsin-Stout


Presentation overviewMelissa Castillo, Learning Technology Services• Overview of Flipped Model• UW-Stout Perceptions• Higher Education Studies

Rich Berg, Learning Technology Services• Mini-lectures survey results

Dr. Todd Zimmerman, Physics• Reflection on classroom experiences


Overview of the Model/Related Terms

• Blended/Hybrid Learning

• Inverted classroom

• Reverse Instruction


UW-Stout Interest in Model

• STEM

• Active Learning and Engagement

• Diverse learners • Variety of materials, self-paced,

anytime/anywhere

• Learning outcomes

• K-12 Impact, Publishers Investment


UW-Stout Reservations with Model• Flipped Classroom is a trend• Student resistance• Will students assume traditional roles?• Will students watch lectures or use

additional materials?• Will students still come to class?• Will students contribute to discussion?

• Need more time to prepare, plan


Higher Ed – Common Strategies (Before Class)

•Readings•Video lectures/Narrated PowerPoint•Lecture slides•Quizzes – “gate-check”•Past exams/assignments, Optional quizzes•Animations, simulations•Extra examples, problems, solutions•Supplemental resources•Discussion forums


Higher Ed – Common Strategies (In Class)

•Minute papers•Initial review/time for questions•10 min. mini-lecture•Experiments/labs •Worksheets /review questions•Case studies•Clickers/Smart Response Systems•Role playing•Games/Debates•Group discussion, then presentation•Final questions/discussion•Surveys (formative and summative)

Intro to Economics (40 students)“Some watched the videos repeatedly, whereas others never used them.” “majority of students were favorably impressed by the course”Preferred inverted classroom – 3.9Worksheets/Review questions – 4.1

-Miami University (1996)


Architectural Engineering (100 students)

74% flipped class helpful; 24.7% somewhat helpful.76% - more time should be spent on review91.3% example at class start increases understanding92% watched videos at least once“Preferred flipping half of the time.”“[Flipping] led to increased understanding of the subject material and assigned projects”

-Penn State U (2008)


Genetic Diseases (30)/Intro to Biology (400)GenDis • Exam 1: control 78.5%, flipped 86.2%• Exam 2: control 77.5%, flipped 90%• Exam 3: No difference (not flipped)• Attendance: Control - 93.3%, Flip 95.3% "large learning gains and positive student attitudes”

GenBio• Exam 1 - control 74.4%, flipped 72.6% • Exam 2 - control 70.4%, flipped 74%• Attendance: Control - 74.6%, flipped 80% • Assignments: Control 71.2%, flipped 82.14%

91% “improved my learning

-U of Missouri (2010, 2012)


Computer Science/Engineering

75% watched all or most videos78% - viewed eTEACH as more convenientTwo-thirds (531 surveyed) - easier to take notes 59% - "placing lectures online . . . had a positive effect on learning" course evaluations - "statistically significant higher ratings to all aspects of the course."

-UW-Madison (2000)


Introductory Calculus

22-question calculus concept inventory tests “[saw] gains at about twice the rate of those in traditional lectures at other institutions who took the same inventories.

-University of Michigan - Ann Arbor (2008)

Works CitedBerrett, Dan. (Feb. 2012) How 'Flipping' the Classroom Can Improve the Traditional Lecture. The Chronicle of Higher Education. http://tle.wisc.edu/tleblogs/jhenriqu/how-flipping-classroom-can-improve-traditional-lecture

Cannod, G. C., Burge J. E., & Helmick, M. T. (2007). Using the Inverted Classroom to Teach Software Engineering. Computer Science and Systems Analysis Technical Reports. Miami University. http://sc.lib.muohio.edu/bitstream/handle/2374.MIA/206/fulltext.pdf?sequence=1

Demetry, Chrysanthe. “Work in Progress – An Innovation Merging ‘Classroom Flip’ and Team-Based Learning” (2010). Proceedings, 40th ASEE/IEEE Frontiers in Education Conference, Washington, DC. http://fieconference.org/fie2010/papers/1321.pdf

Foertsch, J., Moses, G., Strikwerda, J., & Litzkow, M. (2002). Reversing the Lecture/Homework Paradigm Using eTEACH® Web-based Streaming Video Software. Journal of Engineering Education, 267-274.

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. Journal of Economic Education, 31(1), 30-43.

Moses, G. (2012). eTeach History. University of Wisconsin-Madison. http://www.engage.wisc.edu/accomplishments/eteach.phpStone, B. (2012). Flip Your Classroom to Increase Active Learning and Engagement. 28th Annual Conference on Distance Teaching and Learning, Madison, WI. ttp://www.uwex.edu/disted/conference/Resource_library/proceedings/56511_2012.pdf

Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009). “Flipping” the Classroom to Explore Active Learning in a Large Undergraduate Course. Proceedings, American Society for Engineering Education Annual Conference & Exhibition, Austin, TX.

http://fieconference.org/fie2010/papers/1321.pdf



http://www.uwex.edu/disted/conference/Resource_library/proceedings/56511_2012.pdf




Mini-Lecture Tips• Keep them short!• Plan ahead, start early• Caption lectures • Minimize use of webcam• Collect student feedback


Mini-Lecture Example• http://www.uwstout.edu/static/lts/streams/branda/relearning730.wvx

http://www.uwstout.edu/static/lts/streams/branda/relearning730.wvx

http://www.uwstout.edu/static/lts/streams/branda/relearning730.wvx


I listened to about _______% of the recorded lectures

0% of lectu

res

1-20% of lectu

res

21-40% of lectu

res

41-60% of lectu

res

61-80% of lectu

res

81-99% of lectu

res

100% of lecu

tres

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

4.76%7.14%

4.76%7.14%

26.19%

21.43%

28.57%

Percentage of recorded lectures watched by students


The audio quality of the recordings was satisfactory

Strongly Disagree Disagree Neutral Agree0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.45

0.00% 0.00% 0.00%

6.98%

39.53%

The audio quality of the recordings was satisfactory


Strongly Disagree Disagree Neutral Agree Strongly Agree0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

0.00% 0.00%

6.98%

34.88%

58.14%

The video quality of the recordings was satisfactory

The video quality of the recordings was satisfactory



10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

2.33% 2.33%

16.28%18.60%

60.47%

The recorded lectures played back without problems

The recorded lectures played back without problems.



10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

0.00%2.33%

6.98%

30.23%

60.47%

The visual elements were easy to see in the playback

The visual elements were easy to see in the playback.



10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

0.00%2.33%

16.28%

30.23%

51.16%

The player controls were easy to use

The player controls were easy to use.



5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

0.00%

4.65%

16.28%

37.21%

41.86%

The length of the audio recordings was appropriate

The length of the audio recordings was appropriate.


Too Long Too short Neither. I thought the length was satisfactory

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

If the length of the recorded lectures was not suitable, the problem was because the lectures were:

If the length of the recorded lectures was not suitable, the problem was because the

lectures were:


5 Minutes or less 10 Minutes or less 15 minutes or less 30 minutes or less Length of the recorded lecture does

not matter to me.

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

The optimal length for a recorded lecture is:

The optimal length for a recorded lecture is:



10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

2.33%0.00%

9.30%

32.56%

55.81%

The recorded lectures added instructional value to the course.

The recorded lectures added instructional value to the course.



10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

0.00% 0.00%

19.05%

28.57%

52.38%

Listening to the recorded lectures reinforced my understanding of the course content.

Listening to the recorded lectures reinforced my understanding of the course

content.



5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

2.33%4.65%

11.63%

39.53%41.86%

The content in the recorded lectures was a good supplement to the other course materials.

The content in the recorded lectures was a good supplement to the other course

materials.



5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

0.00%2.33%

20.93%

44.19%

32.56%

Listening to the recorded lectures helped me to feel confident that I understood the course materials well.

Listening to the recorded lectures helped me to feel confident that I understood the course materials well.



10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

0.00%

4.65%

25.58%

53.49%

16.28%

Listening to the recorded lectures helped me to master the course content.

Listening to the recorded lectures helped me to master the course content.



10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

0.00% 0.00%

25.58%

11.63%

62.79%

Having the captions on the recorded lecture was helpful.

Having the captions on the recorded lecture was helpful.



10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

2.33%4.65%

13.95%

27.91%

51.16%

I used the recorded lectures to prepare for tests and exams.

I used the recorded lectures to prepare for tests and exams.



5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

2.33% 2.33%

16.28%

44.19%

34.88%

Listening to the recorded lectures helped me to do better on tests and exams.

Listening to the recorded lectures helped me to do better on tests and exams.



5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

2.33%0.00%

20.93%

41.86%

34.88%

Listening to the recorded lectures helped me to get a better grade in the course

Listening to the recorded lectures helped me to get a better grade in the course.



5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

20.93%23.26%

32.56%

11.63% 11.63%

If given a choice in the future, I would opt to have recorded lectures instead of face-to-face lectures.

If given a choice in the future, I would opt to have recorded lectures instead of face-

to-face lectures.



10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

0.00%

4.65%

18.60%

27.91%

48.84%

If given a choice in the future, I would opt to have recorded lectures in addi -tion to face-to-face lectures.

If given a choice in the future, I would opt to have recorded lectures in addition to

face-to-face lectures.


I could play

them

any ti

me I w

anted

I could play

them

anyw

here I w

anted

I could play

them

multiple

times

They

are m

ore su

ited to

my l

earn

ing styl

e than

trad

itional lec

tures

I could re

ad th

e cap

tions while

listen

ing to th

e lect

ure

I could pau

se the r

ecord

ings to ta

ke notes

They

signifc

antly

incre

ses th

e instr

uctional

value o

f the c

ourse

They

were

useful in

prepari

ng for t

ests a

nd exam

s

The r

ecord

ed le

ctures

did not appea

l to m

e0.00%

10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00% 93.02%83.72%

93.02%

37.21%

65.12%

86.05%

62.79%

81.40%

6.98%

What aspects of the recorded lectures appealed to you?


Your Experience with Flipped Classes?

• Who has tried flipping?• What have you done?• What worked? What didn’t

work?


Why I Flipped

• Class time spent reintroducing book material

• Students don’t read book


Flipping Physics – DIY Lectures

“Home made” hour long lectures


Flipping Physics – SmartPhysics

Professional quality mini-lectures

Students earn points for watching


Flipping Physics – Learning Objectives Based Assessment

No points

Mini-lectures with and without quizzes


Flipping Physics – Lessons Learning

• Keep it short• Refer to them during class• Example problems• Incentives needed

Contact Information

Melissa Castillo, [email protected] Rich Berg, [email protected] Dr. Todd Zimmerman, [email protected]

mailto:[email protected]



Flipped Classroom

Technology

large learning gains

teambased learning

inclusive learning environment

model stem active learning

classroom experiences

chronicle of higher

education conference

miami university