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flipped classroom does not automatically result in higher pass rates . a case study for the course Applied Mechanics part 1, 1 st Bachelor, Engineering Science Evert Vanecht student counselor F aculty of Engineering Science KU Leuven. content. higher education in Belgium?

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flipped classroom does not automatically result in higher pass rates

flipped classroomdoes not automatically result in higher pass rates

a case study for the course Applied Mechanics part 1, 1st Bachelor,

Engineering Science

Evert Vanecht

student counselor

Faculty of Engineering Science

KU Leuven

content
content
  • higher education in Belgium?
  • what is flipped teaching?
  • how is this put into practice?
  • were the studentsactivated?
  • whatis the impact on learningoutcomes?
  • what is the perception of the students?
  • what does literature say?
  • howtoproceed?
higher education in flanders1
highereducation in Flanders?
  • Flanders
    • 5 universities and 22 university colleges
    • we have a bachelor and master structure (Bologna)
    • the general admission requirement for Bachelor Programmesis the Flemish secondary education diploma
    • No entrance exams
higher education @ ku leuven
highereducation@ KU Leuven ?
  • heart of Western Europe
  • founded in 1425
  • Belgium's largest and highest-ranked university
  • one of the oldest and most renowned universities in Europe
  • caters to more than 40,000 students spread out over 16 faculties
  • Faculty of Engineering Science has a total of 1,600 students
  • 523 new first year bachelor students started at our faculty
what is flipped teaching1
what is flipped teaching?
  • flipped teaching
    • flipped classroom, backwards classroom, Thayer method
    • “blended learning”
      • studentsstudy new content online (usually at home)
      • formerhomework is done in class
    • in the classroom: coaching andinteractioninstead of passiveone-way information transfer

source: http://www.knewton.com/flipped-classroom/

what is flipped teaching2
what is flipped teaching?

source: http://www.knewton.com/flipped-classroom/

what is flipped teaching3
what is flipped teaching?

why flip?

  • increaselearningoutcomes
    • by beter use of face-to-face time
    • byactivatingstudentsduring alle phases (before, during, andafter class)
  • technologyeasilyavailable
    • Many options forrecordingvideos
    • Many options forstreaming
      • videolab – Toledo
      • youtube
how is this put into practice1
how is this put intopractice?

bachelor Engineering Science

  • AppliedMechanics – part 1 (5 ECTS)
    • when: 1st bachelor, 1st semester
    • teaching team: Prof. Jos Vander Sloten, Prof. Dirk Vandepitte, Riet Callens, Tinne De Laet, Evert Vanecht
    • number of students: 638 (2 groups)

implementedfor the first time thisacademicyear

how is this put into practice2
how is this put intopractice?

traditional?

  • lectures, practicesessions, exam
  • limitedtheory!
  • exerciseexam!

goal: students make exercisesduring the semester (active/independent)

howdid we flip?

  • beforeeachlesson (except 1st), watchone or more short video’s (max. 15 minutes)
  • in class:
    • brief summary
    • exercise on blackboard by teacher
    • solveproblemunderguidance of teacher and assistent
how is this put into practice3
how is this put intopractice?
  • web clips recorded via tablet-screencasts:
      • digital recording of tablet screen output, including audio recording (ExplainEverything-app)
      • combining ‘developmentby hand’ (cfr. chalkboard) and pieces of preparedtext, graphicsandvoicerecording
  • streamed via virtual learning platform (videolabandToledo)
were the students activated1
werethe studentsactivated?
  • duringinteractivelecture: Yes …
    • students made excercisesandaskedquestions
  • 15 student representatives(hearing 13 November 2013)
    • wereveryenthusiasticabout the approach
    • suggestedtoimplement in other courses
    • web lectures are a goodpreparationfor the lessons
    • web clips shouldnotlast muchlongerthan 10 minutes
were the students activated2
werethe studentsactivated?
  • beforeinteraction college:

#stud = 257

were the students activated3
werethe studentsactivated?
  • beforeinteraction college: No

#stud = 257

16%

percentage of studentsthatdidnotwatch

35%

52%

42%

60%

66%

71%

what is the impact on learning outcomes1
what is the impact on learningoutcomes?

distributionexam scores allstudents

# students

Score /20

what is the impact on learning outcomes2
what is the impact on learningoutcomes?

distributionexam scores allstudents

# students

NONE?

Score /20

what is the impact on learning outcomes3
what is the impact on learningoutcomes?

correlationbetweenactivity level andexam score

contradiction
contradiction!

student representatives perceive ‘flipped classroom’

as more activating

manystudents are notactivatedbefore the interactivelecture

learning outcomes are not better

 survey

  • didstudentsgot more activated?
  • weretheybetterpreparedfor class?
  • didtheystudy more efficient/effective?
what is the perception of the students1
what is the perception of the students?

allstudents

25% participated in survey

35% of these students gave additional feedback

17% engineer-architect/ 83% engineer

what is the perception of the students flipped teaching
what is the perception of the students?- flipped teaching

I’menthusiasticabout the current approach (flipped teaching)

this approach is notgoodfor me because I couldnot keep up

this approach suits me becauseitforces me to make exercises in class

what is the perception of the students web clips
what is the perception of the students?- web clips

I found the web clips useful

I didnot look at the webclips

?

viewing the web clips before class shouldbemandatory

I preparedmyself well for the interactivelectures

what is the perception of the students interactive lectures
what is the perception of the students?- interactivelectures

I made excercises in an independent mannerduring the interactivelectures

I couldnot keep up during the interactivelecturesbecause I didnot master the new conceptsyet

what is the perception of the students making excercises
what is the perception of the students?– making excercises

I have made exercisesactivelyandindependentlyduring the semester

what is the perception of the students suggestions for us
what is the perception of the students?– suggestionsforus
  • webclipsshouldbeshorter (boring, too slow)- 27%
  • slides shouldbeavailable (tostudy at own pace) - 11%
  • content of web clips was repeated at start of class (web clips redundant and/or first 15 min of interactivelecture of little interest) - 16%
what is the perception of the students suggestions for themselves
what is the perception of the students?– suggestionsforthemselves
  • "I should have made ​​a lot of exercises on a regular basis and not all exercises at the end of the semester"
  • “you just have to make enough exercises"
  • “just do a lot of exercises and start early!"
  • "I obviously need to practice more during the semester"
  • "exercises are much more important than theory. I would make more exercises and then go back to theory when something is unclear. Now I wanted to first understand the theory, and then make exercises. However, this strategy was not correct"
what does literature say1
whatdoes literature say?
  • Freeman et al.

- a meta-analysis of 225 studies that reported data on traditional lectures versus active learning in undergraduate STEM courses

- average examination scores raised by 6%

- average failure rate decreased from 34% to 22%

- less effective for large class sizes (>110)

  • Kettle

- watching videos = least enjoyable part for the students

- weaker, less diligent students were not equipped for the problem-solving lesson after watching a video lecture

Freeman et al, PNAS, 2014

M. Kettle, PhysicsEduction, 2013

what does literature say2
whatdoes literature say?
  • Toto and Nguyen suggest the use of a ‘door check’ quiz

- 1 to 3 question quiz to encourage the students to view the web clips

  • Lucke et al. suggest the use of a Class Response System (CRS)

- allows students to use their mobile devices to respond to a variety of (graded) questions during class

- encourages student engagement and participation

- providing immediate feedback to both students and instructors

- particularly in large classes

R, Toto and H. Nguyen, Frontiers in Education Conference, 2009

Lucke et al, Frontiers in Education Conference, 2013

how will we proceed
howwill we proceed?
  • we keep on flipping!
  • interactivelectures
    • no summary of the web clip content at the start of class
  • web colleges
    • emphasizeimportance of preparation
    • wherepossibleshorterand more powerful
    • mandatory
    • activatingquestionsduring web lecture (grade)
    • monitor viewinghabitsandsendwarnings
acknowledgement
acknowledgement
  • thanksto
    • Dirk Vandepitte, Jos Vander Sloten, Riet Callens, Kathleen Geraedts, Tinne De Laet
slide37

questions?

suggestions?

Evert Vanecht

student counselor

Facultyof Engineering Science