flipped classroom does not automatically result in higher pass rates

1. 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

2. 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?

3. highereducation in Flanders?

4. 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

5. 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

6. what is flipped teaching?

7. 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/

8. what is flipped teaching? source: http://www.knewton.com/flipped-classroom/

9. 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

10. how is this put intopractice?

11. 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

12. 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

13. 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)

14. werethe studentsactivated?

15. 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

16. werethe studentsactivated? • beforeinteraction college: #stud = 257

17. werethe studentsactivated? • beforeinteraction college: No #stud = 257 16% percentage of studentsthatdidnotwatch 35% 52% 42% 60% 66% 71%

18. what is the impact on learningoutcomes?

19. what is the impact on learningoutcomes? distributionexam scores allstudents # students Score /20

20. what is the impact on learningoutcomes? distributionexam scores allstudents # students NONE? Score /20

21. what is the impact on learningoutcomes? correlationbetweenactivity level andexam score

22. 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?

23. what is the perception of the students?

24. what is the perception of the students? allstudents 25% participated in survey 35% of these students gave additional feedback 17% engineer-architect/ 83% engineer

25. 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

26. 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

27. 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

28. what is the perception of the students?– making excercises I have made exercisesactivelyandindependentlyduring the semester

29. 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%

30. 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"

31. what does literature say?

32. 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

33. 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

34. howtoproceed?

35. 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

36. acknowledgement • thanksto • Dirk Vandepitte, Jos Vander Sloten, Riet Callens, Kathleen Geraedts, Tinne De Laet

37. questions? suggestions? Evert Vanecht student counselor Facultyof Engineering Science