Flipping your Classroom: Using Technology to Improve Student Learning
General description of the project
This session is aimed at presenting and discussing findings from a quasi-experimental research study that used a flipped classroom teaching design which included the use of short concept videos, in class group quizzes (Kahoot), guided reading in class activities, use of jigsaw method to understand course readings, and reading assessments to teach quantitative research methods to developmental psychology undergraduate students. Utilizing these approaches helped to create an equitable classroom structure that motivated students to better understand and apply research methodology to understanding child and adolescent development. Findings indicated that utilizing these various teaching strategies engaged students in more critical thinking including application and evaluation of course concepts, and provided more opportunities for active learning and student-to-faculty interaction. Additionally, findings suggest that Students of Color saw more critical thinking in classrooms that utilized a flipped classroom design than other classrooms that utilized a more traditional lecture-based classroom design.
Technologies
Discussion on focused teaching strategies involving the use of technology will include short concept videos, in class group quizzes (Kahoot), guided reading in class activities, use of jigsaw method to understand course readings, and reading assessments.
Explain project results
The quantitative data findings suggest that undergraduate Students of Color do significantly better academically in the flipped classroom design than in the traditional lecture-based course design. Students of Color were able to engage in higher order thinking as they applied course concepts to the writing of their final paper. This finding may be a result of students having more opportunities for one-on-one engagement as they completed their course problem-based activities as well as work on their final papers within a flipped classroom. Within a flipped classroom, students were able to ask questions, ask the instructor to read portions of the paper for immediate feedback, and work on analyzing quantitative data within the classroom environment. These opportunities were beneficial to students as evidenced in their final paper submissions. As the key findings of this current study suggest, Students of Color may thrive on student centered teaching that are more activity and team based.
Why it should be considered best practice?
As we continue to think about the success of our Students of Color in higher education, we must reimagine how we deliver the course content to our students and engage them with course content. Rather than continuously to think about students as passive recipients of knowledge, we must use pedagogical strategies to allow students to actively engage with course material. Faculty must consider how they can optimize in class time, face-to-face time to interact with their students, scaffold student learning, and assess student learning outcomes.
Highlights of your proposed presentation
Individuals attending this presentation will have an opportunity to discuss how to best use various teaching strategies to create an equitable classroom structure for undergraduate students in a quantitative research methods course.
The Evaluation Committee will evaluate submitted proposals based on the following criteria. Each area will be rated on a scale from 1 to 7 (1= non-satisfactory; 7 =outstanding), for a maximum of 63 points.