NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1206961
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1812-9129
Differentiated Impact of Flipped Instruction: When Would Flipped Instruction Work or Falter?
He, Wenliang; Holton, Amanda; Gu, Hengrui; Warschauer, Mark; Farkas, George
International Journal of Teaching and Learning in Higher Education, v31 n1 p32-49 2019
This study assessed the impact of flipped instruction on study effort, exam performance, motivation, and perceived class quality in two sections of an introductory chemistry course. Giving frequent assignments and quizzes provided enough incentive to ensure pre-class study compliance, and flipped instruction did not appreciably increase overall study time. However, technology failures early in the class show an important lesson of what can occur when a teaching modality dependent on technology is used. Unlike in our previous study, flipped students underperformed their control counterparts in the final exam. Differentiated treatment effects were identified, as sophomores and females benefited more from flipped instruction. Similar trends were also observed with student letter grades from a subsequent chemistry course. Flipped instruction did not increase student general motivation. Flipped females, however, exhibited stronger end-of-quarter motivation than flipped males. Flipped students perceived the class to be of lower quality and expressed discontent with in-class technology failures and active learning techniques. We reflect upon the resilience of the traditional lecture format and suggest that new pedagogical methods be implemented at a conservative rate to preserve student learning outcomes in the face of implementation issues.
International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1535300