Patrik Hultberg
Kalamazoo College
OUTLINE
• Flipping Principles of Economics
• Textbook versus Videos
• Making Videos
•
•
•
Explain Everything
Swivl
Camtasia
Flipping Principles of Economics
An Experiment
A flipped Classroom?
A way for edupreneurs to make money and for bad
professors to avoid actually teaching.
All the desks are upside down.
Something good teachers have been doing for decades.
Definitions of the flipped classroom (Chronicle of Higher Education)
A flipped Classroom?
Essentially it appears to mean shifting the focus from
teaching (faculty focus) to learning (student focus).
A classroom where lectures or other content is delivered
online and the classroom is used for active learning and
application of fundamental concepts.
Definitions of the flipped classroom (Chronicle of Higher Education)
A TRADE-OFF BETWEEN COVERING
CONTENT
AND PROVIDING
SIGNIFICANT LEARNING EXPERIENCES
TRADITIONAL
FLIPPED
CLASSROOM CLASSROOM
TIME
PRECLASSROOM
CLASSROOM
POSTCLASSROOM
?
“LECTURE”
+ QUIZ
(before every class)
LECTURE
ACTIVE LEARNING
ACTIVITIES
(Group, Formative)
HOMEWORK
(every other week?)
EXAM
REVIEW
EXAM
CLASS EXPERIENCE
FALL 2014
Lecturing:
Active learning:
Formative assessment:
Lecture
91% of class time
5% of class time
4% of class time
WINTER 2015
Lecturing:
Active learning:
Formative assessment:
16% of class time
74% of class time
10% of class time
Active Learning
Lecture
Active Learning
Hypotheses
• Course grades would increase
– Pre/Post test
– Exam scores
• Class engagement would increase
– Attendance would increase
– More “engaged” students (subjective)
• Course evaluations would diminish overall
– Overall course and instructor scores would decrease
– Individual mean responses would mostly increase
WINTER 2015
FALL 2014
16
19
Men
Women
First Year
17
18
Upper Year
13
18
8
Men
Women
First Year
23
Upper Year
Pre/Post Test
FLIPPED CLASSROOM
LECTURE-BASED COURSE
FALL
2014
PRE
POST
DIFF
WINTER
2015
PRE
POST
DIFF
MEAN
25.80
31.46
5.66
MEAN
25.77
31.45
5.68
STD.DEV
3.51
3.06
2.95
STD.DEV
5.06
4.92
3.65
SIGNIFICANT
INCREASE
SIGNIFICANT
INCREASE
FLIPPED CLASSROOM IS NOT STATISTICALLY
DIFFERENT FROM LECTURE CLASSROOM
Pre/Post Test
LECTURE-BASED COURSE
FALL
2014
MEAN
MEAN
MEAN
MEAN
PRE
POST
MEN
N=19
26.11
31.79
WOMEN
N=16
25.44
31.06
FYS
N=18
25.50
31.50
UYS
N=17
26.12
31.41
DIFF
5.68
5.61
6.00
5.29
WINTER
2015
MEAN
MEAN
MEAN
MEAN
FLIPPED CLASSROOM
PRE
POST
MEN
N=18
27.15
32.72
WOMEN
N=13
23.23
29.69
FYS
N=23
25.52
30.96
UYS
N=8
25.88
32.88
DIFF
5.57
6.46
5.44
7.00
EXAMS
MIDTERM 1
MIDTERM 2
FINAL EXAM
F2014 W2015 F2014 W2015 F2014 W2015
MEAN
73.97
81.09
82.46
84.82
75.84
78.18
STDV
12.63
14.59
7.90
10.84
11.85
12.87
DIFF
7.12
2.36
2.34
T-test
(p value)
0.0357
0.311
0.4392
SIGNIFICANT
NOT
SIGNIFICANT
NOT
SIGNIFICANT
DIFFERENT
CLASS ATTENDANCE AND ENGAGEMENT
FALL 2014
AVERAGE ATTENDANCE: 94.9%
WINTER 2015
AVERAGE ATTENDANCE: 91.4%
HYPOTHESIS –
NOT CONFIRMED
WINTER 2015
Students were more engaged:
• talking with each other
• not “drifting off”
• asking questions (each other and me)
HYPOTHESIS –
CONFIRMED
Course Evaluations
• Overall, this course was (Excellent 5, Very Good 4, Good 3, Fair 2, Poor 1)
FALL 2014
3.91 (8, 16, 7, 2, 0)
WINTER 2015
4.17 (13, 11, 4, 2, 0)
HYPOTHESIS – NOT CONFIRMED
• Overall, this instructor’s teaching was
FALL 2014
4.33 (14, 16, 3, 0, 0)
WINTER 2015
4.59 (21, 5, 2, 1, 0)
HYPOTHESIS – NOT CONFIRMED
4.9
4.7
Mean Response
4.5
4.3
Course
Instructor
4.1
3.9
3.7
3.5
1
2
3
4
5
6
F08
F09
F10
F11
F13
F14
7
W15
Course Evaluations
•
•
•
•
•
•
Gained a deeper understanding of the subject
FALL 2014
4.49
WINTER 2015
4.50
HYPOTHESIS +
Gained ability to think critically about the subject
FALL 2014
4.23
WINTER 2015
4.40
HYPOTHESIS +
Gained a new or increased interest in the subject
FALL 2014
4.11
WINTER 2015
4.07
???
Improved ability to apply skills required for course
FALL 2014
4.26
WINTER 2015
4.37
HYPOTHESIS +
Improved ability to think independently and creatively
FALL 2014
3.86
WINTER 2015
4.13
HYPOTHESIS +
Improved ability to think collaboratively
FALL 2014
WINTER 2015
•
4.00
4.23
HYPOTHESIS +
Course materials were effective
FALL 2014
WINTER 2015
•
HYPOTHESIS +
The instructor made helpful suggestions for improvement
FALL 2014
WINTER 2015
•
4.11
4.13
3.86
4.00
???
Class time was organized and used effectively
FALL 2014
WINTER 2015
4.49
4.20
???
Course Evaluations
• Improved ability to consider varying perspectives
FALL 2014
WINTER 2015
4.06
4.37
HYPOTHESIS + STATISTICALLY SIGNIFICANT
• Improved ability to express my ideas effectively
FALL 2014
WINTER 2015
3.74
4.13
HYPOTHESIS + STATISTICALLY SIGNIFICANT
• Students’ ideas and contributions were encouraged
FALL 2014
WINTER 2015
4.17
4.47
HYPOTHESIS + STATISTICALLY SIGNIFICANT
Course Evaluations
• My work was evaluated fairly
FALL 2014
4.26
WINTER 2015 4.53 HYPOTHESIS + STATISTICALLY SIGNIFICANT
• The instructor gave me timely feedback on my work
FALL 2014
4.17
WINTER 2015 4.50 HYPOTHESIS + STATISTICALLY SIGNIFICANT
• Assignments contributed significantly to learning
FALL 2014
4.44
WINTER 2015 4.23 HYPOTHESIS + NOT CONFIRMED
What is your favorite thing about the flipped classroom approach?
I loved coming to class with ideas already in my mind. That worked great.
I really like solving problems in class. It’s helpful to see it and to work with others.
I love the way it help us solve problems with peers. The reading can definitely be
done in our home. Therefore, it is good for us to solve difficult questions in
classroom and discuss them with peers.
I can spend more of my time in ways I want. You should keep doing a mostly-flipped
classroom.
I like that we got to focus our time on how to solve problems rather than learning
the basics in class. Keep spending class time on examples.
Doing the problems in class was SO HELPFUL, that gave us concrete examples to
study on our own. This was great!
What is your favorite thing about the flipped classroom approach?
I like not having homework. I liked being able to do the “lecture” parts on my
own terms. I would take as much time as I needed.
I liked the group projects. They definitely helped keep the class room fun and
still educational.
It is an easier way to practice problems and get to understand them with the
help of the professor and other students.
Makes you work a lot harder.
I thought that coming to class prepared and with a basic understanding of the
day’s lesson was beneficial. Also enjoyed doing problems together rather than
individually.
I like solving problems as a group. It led to more discussion and a better
understanding of how to do the problem. Keep making videos too.
What is your favorite thing about the flipped classroom approach?
I liked doing the reading on my own before so I get a little bit of an understanding,
then having you explain and go through the harder in class problems with us.
My favorite thing about it is that it is a way to self-teach yourself. Everything that
was assigned prior to class was everything you needed to know in order to be
prepared prior to attending class.
I like to read the textbook and have basic idea about the topics before coming to
class. The problems we did in class are also helpful.
My favorite thing was doing most problems in the classroom. I like how I was able to
confirm/fix what I learned through the textbook. I also liked the uploaded videos
because they helped a lot.
I could do the hard question part with Dr. Hultberg. I liked doing questions in class.
What is your least favorite thing about the flipped classroom approach?
Negative comments related to not
enough lectures
Honestly, I think you are a great teacher, but unfortunately the flipped classroom
does not utilize your strengths. You’re a great teacher, therefore you should teach!
For me, I was much more interested in learning from you in class and what you had
to say, rather than a computer. You make learning fun and enjoyable, the computer
does not.
I learn better when things are thoroughly explained so more lecturing could be
helpful.
If I didn’t understand the book, I came into class confused. Maybe always start class
with a crash course.
Did not like the lack of lectures. Teach more! Explain the concept in terms we can
understand. It is difficult to understand everything from the text and some
explanation would be great.
What is your least favorite thing about the flipped classroom approach?
Negative comments related to me implementing the flipped class more effectively
My least favorite thing was not having groups picked for us during group work, when
groups are assigned for us we are much more down to business and it stays about
the work. I would also go over things more slowly and loudly when you explain
them. It can be hard to keep up.
I think that there needs to be more time at the end to go over problems as a class
instead of just quickly running through the answers with limited explanation.
I hate flipped classes in general, but if I ha[ve] to choose, it will be making groups
and working with them [be]cause half the time it’s not-class-related chatting and
other half is arguing about textbook definitions.
The only thing I would change is the flip class structure. In a perfect world it’s a good
idea but in a realistic world there is a negative externality such as kids not reading.
Therefore, you need teacher intervention to maximize surplus!
CONCLUSION
• Course grades would increase
– Although all assessment opportunities showed higher
scores for the Flipped Classroom, these differences were
not statistically significant
• Class engagement would increase
– The objective measure of attendance did not show an
increase (but was already high); the students seemed
much more engaged (and student comments supported
this conclusion)
• Course evaluations would diminish overall
– Course evaluations were higher for the Flipped Classroom
CURRENT EXPERIMENT
• Flipped Classroom indicates that content
delivery should be done through videos
– Are videos more effective than a textbook?
• Preliminary results indicate that the
answer is YES.
– How to make videos?
THREE ILLUSTRATIONS
• Explain EverythingTM
– An iPad application, Screen Recorder ($2.99)
• The Swivl
– A video capture device ($399)
• Camtasia
– Screen Recorder and Video Editing ($299)