Inverted Classroom and Its Influence on Students' Attitudes across Learning Styles

Abstract

Students learn in different ways, and any mismatch between the learning preference of a student and the teaching style of the instructor could lead to poor performance in the classroom. To improve the education process, instructors may modify their courses, for example, by requiring a group project or changing their teaching methods. These changes can be considered an advantage for some students and a disadvantage for others if these modifications are not compatible with their learning styles. In the literature on learning styles, two models have been commonly identified to describe how students gather and process information during the learning process: experiential learning theory and the visual–auditory–kinesthetic framework. A study at the University of Puerto Rico at Mayagüez involved students enrolled in the introduction to transportation engineering course. The study took place during two academic semesters, and a before-and-after study was performed in which the instructor used the inverted classroom teaching method during the second study period. The purpose of the study was to determine whether this teaching method was appropriate for all students regardless of learning preference. Study results indicated that learning preferences did not influence students' grades but did influence other measures of students' attitudes toward the classroom, such as attendance record. In addition, the inverted classroom concept was neither beneficial nor disadvantageous to the students; the average grade remained the same across both study periods.