Developing a Flipped Classroom for Statistics
Michael Campbell and Karen Purcell
Department of Educational Psychology and Instructional Technology
University of Georgia
EDIT6900
Research Methods in Instructional Technology
Dr. Lloyd Rieber
Submitted on April 24, 2012
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Developing Flipped Classroom for Statistics
Introduction
General Background
Generally in the traditional statistics classroom, the information transfer takes place in class and
assimilation of that information takes place outside of class. If a student has trouble with the
assimilation, no one is available to provide assistance until the next day in class. The student gets
frustrated and/or loses confidence in his ability. With the use of a flipped classroom, students
would have their information transfer occurring outside of the classroom. They would be able to
review instruction as many times needed. The flipped classroom would allow students to receive
immediate reinforcement. Instruction is more easily differentiated and classroom time is
efficiently used to meet individual learning needs.
Purpose of Development
The purpose of the development is to create an effective flipped classroom method for AP
Statistics course focusing on high school level students.
Statement of the need
Research has shown that using a blended-classroom method enhances student participation and
instructor effectiveness. According to Lang et al. (2000), students preferred a blended-classroom
approach called the flipped classroom. Another study by (Hemp & Wollen, 2009) shows that
student participation for in-class activities increased when the students were involved in online
learning. The flipped classroom relies on students watching online lectures then participating in
immersive classroom activities under the supervision of the instructor. Currently in the math
classroom, students are required to listen to lecture style format and retain the information for
homework activities at a time when the teacher is not available. A statistics flipped classroom
format would improve the student participation and teacher satisfaction.
Significance of the development
This course development would allow the AP Math teacher to focus on building each individual
student during activities rather than ‘giving’ a lecture during the class period. The students would
benefit by becoming more active learners by participating in activities and controlling their
learning online. Instructors would also benefit by having a more fully engaged class.
Review of Literature
The literature review will include the effectiveness of blended-learning, instructor satisfaction,
and student participation in the blended-learning environment and how the flipped classroom
contains the constructs to enhance the statistics classroom.
In one study (Banerjee, 2013), 60% of the surveyed college students strongly agreed that the
blended-learning pedagogy was effective and 70% agreed that the course expanded their
knowledge of the subject. In the same study, face-to-face interactions with instructors focused on
problem solving and questions which were rated 90% favorable by the students. Another study
involving online and in class components showed students perception of learning in the blended
group was higher than the in class group in seven topic areas (Schaber, 2010).
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Students were shown to be very enthusiastic regarding the interactions with instructors where
live problem-solving sessions were involved (Edginton, 2010) Because of the student-centered
problem-solving focus of the live sessions, students came to the class expecting to ask questions
and receive feedback instead of a traditional lecture style format. Instructors in Koenig’s study
(Koenig, 2010) were shown to be very pleased with the increased participation thus enjoyed
teaching the classes as a result.
One tool that is used in the flipped-classroom for online lectures is podcasting.
In a study by Kardong-Edgren 2010, podcasting was viewed by 87% of students to clarify topics
and for 85% of the students helped them prepare for examinations. Another study involving the
podcasting of lectures showed 85% of the students were in favor of using the lecture format as
part of their studies (Gkatzidou, 2009)
From an instructor’s perspective, the professors that had once stated the interactivity took too
much of their time to prepare for were now saying that using the interactive class time more than
offset any disadvantages of extra preparation for the classroom experience (Koenig, 2010).
Another study found that online lectures as well as other content supported self-directed learning
and the student was more engaged in his learning (Moore, 2010). Allowing the students to
perform interactive tasks after the online material has been studied reinforces the skills the
students will need to apply the skill in everyday life (Cole, 2009).
In conclusion, a flipped-classroom whose hallmark attributes are independent online lectures
followed by in-class problem solving activities has positive attributes of blended learning
including online lectures, hands-on question and problem solving, and increased student teacher
interaction. The statistics classroom would be greatly enhanced by having a more studentfocused environment during in-class sessions. Thus, developing the flipped-classroom program
for statistics class would be rewarding for the student and teacher.
Design Specification
For the 2012-2013 school year, an implementation of a flipped classroom will be piloted in the
AP Statistics classrooms at Peachtree Ridge High School. There will be approximately 60
students in the new flipped classroom. The flipped classroom will include three essential
features: (a) quality instructional videos, podcast, or reading guides, (b) engaging classroom
activities, and (c) robust assessments.
The teacher will conduct more direct and individualized instructions, guided practice, and
continuously improve the flipped model based on direct experience with the students. The
students will take ownership of the material and become more actively engaged in problem
solving and critical thinking that reaches beyond the traditional scope of the course. An
important part of the implementation is the measurement of success. The measurements will
include both qualitative measurements such as weekly surveys, semester interviews, studentteacher interaction log and quantitative measurements such as comprehension of the material
present outside of class, pre- and post-test comparison, and grading using the AP Statistics
rubric.
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References
Banerjee, G. (2011). Blended environments: Learning Effectiveness and Student Satisfaction at
a Small College in Transition. Journal of Asynchronous Learning Networks, 15(1), pp.
8-19.
Cole, J., & Kritzer, J. (2009). Strategies for Success: Teaching an Online Course. Rural Special
Education Quarterly, 2009, pp. 38.
Edginton, A., & Holbrook, J. (2010) A Blended Learning Approach to Teaching Basic
Pharmacokinetics and the Significance of Face-to-Face Interaction. American Journal of
Pharmaceutical Education, 74 (5) Article 88, pp. 1-11.
Gkatzidou, S., & Pearson, E. (2009). The potential for adaptable accessible learning objects:
A case study in accessible vodcasting. Australasian Journal of Educational Technology
2009, 25(2), 292-307.
Kardong-Edgren, S., & Emerson, R. (2010) Student Adoption and Perception of Lecture
Podcasts in Undergraduate Bachelor of Science in Nursing Courses. Journal of Nursing
Education, 49(7), pp. 398-401.
Koenig, K. (2010, January/February). Building Acceptance for Pedagogy Reform Through
Wide-Scale Implementation of Clickers. Journal of Science and Teaching, 46-50.
Lage, M., & Platt, G., & Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an
Inclusive Learning Environment. Journal of Economic Education, Winter 2000, 30-43.
Moore, N., & Gilmartin, M. (2010) Teaching for Better Learning: A Blended Learning Pilot
Project with First-Year Geography Undergraduates. Journal of Geography in Higher
Education, 34(3), pp. 327–344.
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References Continued
Rabe-Hemp, C., & Woollen, S. (2009). A Comparative Analysis of Student Engagement,
Learning, and Satisfaction in Lecture Hall and Online Learning Settings. The Quarterly
Review of Distance Education, Volume 10(2), 2009, pp. 207-218.
Schaber, P., & Wilcox K., & Whiteside, A., & Marsh, L., & Brooks, C. (2010). Designing
Learning Environments to Foster Affective Learning: Comparison of Classroom to
Blended Learning, International Journal for the Scholarship of Teaching and Learning,
4(2), pp. 1-18.