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Designing Flipped-Classes to Be Taught with Limited Resources: Impact on Students' Attitudes and Learning

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Document pages: 15 pages

Abstract: Flipped-classes in higher education are becoming increasingly widespread due to the appeal of replacing passive lectures with active-learning communities of inquiry. This mixed methods research study follows the efforts of a professor who had limited resources as she incorporated the flipped-class design in her introductory accounting class. Class designs (lecture vs flipped-class) were compared using the community of inquiry survey, satisfaction survey, opened-ended comments, and students final exam scores. The study found the flipped-class design had a significant impact on students attitudes with higher levels of community of inquiry (CoI) (p = .002), teaching presence (TP) (p = .002), social presence (SP) (p = .002), and improved satisfaction levels (SAT) (p = .003). Open-ended comments resulted in more positive comments in the flipped class design compared to the traditional lecture format (90 vs 37 ). The higher levels of CoI predicted students SAT score (65.4 ). The study found no significant changes in students learning as measured by their final exam or perceptions of cognitive presence (CP).

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