Abstract
ABSTRACTAn instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course. The researcher used a linear mixed model to explore the effectiveness of the evolution on student success as measured by exam performance. The results provide guidance to successfully implement a flipped classroom course. The largest improvements were achieved by replacing face-to-face lecture with active learning exercises and using quizzes to verify student engagement with offline materials. Using conditional release of course materials to encourage homework completion also provided a significant benefit to students who missed class often.
Highlights
The study began as a need to improve student performance in an undergraduate business statistics course
An instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course
This study explored the effect of three types of changes to the course on student performance: formative assessment, active learning, and flipped classroom
Summary
The study began as a need to improve student performance in an undergraduate business statistics course. Compared to other courses at the university, a large percentage of students in this course withdrew prior to completion or did not earn a passing grade. The researcher used reflection to generate ideas to improve student performance within the course at the end of each semester and modified the course over time. This study explored the effect of three types of changes to the course on student performance: formative assessment, active learning, and flipped classroom. Students who did not receive feedback on formative assessment tasks were unable to gauge their ability to apply new knowledge (Boston 2002). Extending Boston’s (2002) logic, unprepared students may overestimate their ability to demonstrate new knowledge on an exam
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