Student Rates of Outside Preparation before Class Discussion of New Course Topics: A Case Study of a Flipped Classroom

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Author(s): Clare A. Francis (University of North Dakota, USA)
Copyright: 2014
Pages: 13
Source title: Promoting Active Learning through the Flipped Classroom Model
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA), Grace Onchwari (University of North Dakota, USA)and James N. Oigara (Canisius College, USA)
DOI: 10.4018/978-1-4666-4987-3.ch014

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

The case study in this chapter explores the author’s experience in flipping introduction of new course topics from in-class lectures to students’ coverage outside the classroom. The author shares related techniques and an analysis of student access rates to materials on new course topics. The case takes an initial step to answer one question often posed by instructors concerned about the flipped classroom approach: Is it reasonable to expect students to access course content on new topics before an instructor-led introduction lecture? The materials reviewed were online narrated PowerPoint slides accessed prior to the initial class discussion on new topics. Data reviewed by the author shows an average access rate of 91% for 149 students in a junior-level business course. Limitations of the analysis and future instructional plans are discussed.

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Student Rates of Outside Preparation before Class Discussion of New Course Topics: A Case Study of a Flipped Classroom

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