Investigating the “flipped” classroom.

Jamie Jensen, Brigham Young University Anita L. Manogaran, Marquette University

Elizabeth Allan, University of Central OklahomaAndrea Phillott, University of Asian Women

Prior to class In class After class

Prior to class In class

Goal of the study:

Compare the flipped classroom to more traditional active learning strategies across three institutions

A work in progress:

Marquette University:

• Private University/ 12,500 students/ Doctoral granting

• ~250 students per class (flipped and non-flipped)

• Freshman General Biology for Majors

Mea

n Sc

ore

Short Term

Low order

Highorder

Marquette University

Mea

n Sc

ore

Short Term

Low order

Highorder

Long Term

Highorder

Marquette University

Mea

n Sc

ore

Short Term

Low order

Highorder

Long Term

Low order

Highorder

*p<0.001

Marquette University

A work in progress:

Brigham Young University

• Private University/ 35,000 students/ Doctoral granting

• ~60 students per class (flipped and non-flipped)

• Non-majors Biology

Short Term

Highorder

Long Term

Low order

Highorder

Brigham Young UniversityM

ean

Scor

e

*

Short Term

Highorder

Long Term

Low order

Highorder

Brigham Young UniversityM

ean

Scor

e

*

Short Term

Highorder

Long Term

Low order

Highorder

*p<0.03

Brigham Young UniversityM

ean

Scor

e

*

p<0.662

Brigham Young University

Mea

n Sc

ore

Flipped Non-Flipped0

10

20

30

40

50

60

70

80

90

100

Series1

Flipped Non-Flipped

Homework

Preliminary trends…

• From two schools on one activity – there is no difference in performance in higher order assessments.

• Future: data collection ongoing.

Special Thanks

Catalytic Grant AwardPearson EducationCampbell FamilyJane Reece