Flipping Class:
Assessing Differences and Sharing Experiences
Gerard Beenen
California State University, Fullerton
March 14, 2014
Assessment Conference XVIII
Getting past the hype
Background> Application> Analysis> Takeaways
The flipped class model pushes traditional
lecture content outside the class, and
pulls content application into the class.
Background> Application> Analysis> Takeaways
Questions to consider
1. How effective is a flipped versus traditional
version of the same management 340
organizational behavior course?
2. Are there student characteristics that predict
more favorable outcomes for a flipped versus
traditional course?
3. What experiences have you had (+/-) with
flipping a course?
Background> Application> Analysis> Takeaways
A day in the life of a flipped class student
Background> Application> Analysis> Takeaways
Let’s go for a test drive
• Example 1
– Excerpt from online module on emotions
– Introductory content viewed outside of class
• Example 2
– Excerpt from module on decision making
– Content viewed outside of class, followed by inclass exercise
Background> Application> Analysis> Takeaways
ACME Surfboards
• You’re evaluating manufacturing surfboards
locally, centrally in the US, or in China.
– Local, central and overseas production range
from most to least expensive to manufacture.
• What criteria are important? Define 3-4
criteria, and weight them in importance
(e.g., allocate 100 points to your criteria).
• Rate each option on a scale of 1-10,
weighted by the importance of each
criterion.
Background> Application> Analysis> Takeaways
Assessing learning outcomes
1. Assign discussion groups of 3-5 students.
2. How are they applying the material in the
discussion groups?
– Are all or only a few students in discussion?
– What kinds of roles are emerging?
3. Groups used white board space to share their
results with class.
– Review outputs, identify themes, bring attention
to creative solutions
Background> Application> Analysis> Takeaways
Background> Application> Analysis> Takeaways
Comparing learning outcomes
Category
Exam performance
74%
73%
Participation assignments* 73%
83%
Participation in groups
82%
79%
Team papers*
83%
88%
Class satisfaction+
4.38
4.12
N=96. *p<.05. +p<.1. Negative relationship depicted in red.
Background> Application> Analysis> Takeaways
Quantitative SOQs (1 to 4 scale)
Face-to-face vs. flipped format
3.61
3.45
3.71
Students generally preferred f2f over flipped.
…but expectations matter! Are they expecting an
online or f2f course?
Background> Application> Analysis> Takeaways
Qualitative SOQs
Flipped format student comments
Did well…
Could improve…
• “Enjoyed flipped
• “Could improve the boring
format…is extremely
internet class. Flipped
fast-paced…holds
class is a flop. All online or
student accountable.” all in- person.”
• “Group activities
• “I expected class lecture
helped us better
rather than online lecture.
understand the
I feel like this is an online
material.”
class.”
Background> Application> Analysis> Takeaways
What predicts interest in a flipped course?
Variable
Took a flipped course (control)
Δ R2
.12**
Autonomous self-regulation
Big five personality
Kolb’s learning style
Performance goal/implicit theory
.08*
.03
.02
.10+
N=94. **p<.01. +p<.1. Negative relationship depicted in red.
Background> Application> Analysis> Takeaways
Flipping Class (Mgmt 340)
Pros
Cons
Opportunity to try
something new
May help student
engagement in class…?
New isn’t necessarily better;
expect lower ratings!
May facilitate
disengagement outside class
Forces you to be more
application-oriented; helps
students practice skills
Some students don’t want
online instruction; may
prefer traditional class
Background> Application> Analysis> Takeaways
Conclusions
• Worth trying if you have access to online content.
– Pre-test content (e.g., with an online class)
– Keep online lectures to <20 minutes
• No clear evidence for better teaching outcomes.
• Student expectations likely play a key role.
• Potential person-situation fit issue for students
– Autonomous motivation
– Avoidance mindset (-)
Background> Application> Analysis> Takeaways
Questions?
Background> Application> Analysis> Takeaways