Advisor

Walker, Ryan M.

Committee Member

Brenner, Devon G.

Committee Member

Dunne, James A.

Date of Degree

1-1-2013

Document Type

Graduate Thesis - Open Access

Major

Science Education

Degree Name

Educational Specialist

College

College of Education

Department

Department of Curriculum, Instruction and Special Education

Abstract

The flipped or inverted classroom model is one in which the time and place for traditional lecture and homework are reversed. Traditional lecture is replaced by online videos assigned as homework. This frees up time in class to be spent with more student centered activities such as discussion based concept questions and group problem solving. While growing in popularity, research on the effectiveness of this format is sparse. In this quasi-experimental study, two sections of an introductory algebra-based college physics course were examined over a five week period. Each section was taught with either the traditional or flipped model and physics knowledge achieved was compared using independent samples t-tests on both the instructor’s unit exam and the Mechanics Baseline Test pre/posttest normalized gain. Results indicated that there was no statistically significant difference between the flipped model and the traditional lecture format. Avenues for further research are discussed.

URI

https://hdl.handle.net/11668/19120

Comments

technology||online learning

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