Components of a Flipped Classroom Influencing Student Success in an Undergraduate Business Statistics Course. Issue 3 (2nd September 2017)

• Record Type: Journal Article
• Authors: Shinaberger, Lee
• Is Part Of: Journal of statistics education. Volume 25:Issue 3 (2017)
• Page Start: 122
• Page End: 130
• Publication Date: 2017-09-02
• Subjects: Active learning -- Adaptive release -- Classroom strategies -- Conditional release -- Effective teaching -- Inverted class; Statistics -- Study and teaching -- Periodicals; Statistics -- Study and teaching; Periodicals; 519.5071
• DOI: 10.1080/10691898.2017.1381056
• Languages: English
• ISSNs: 1069-1898

Abstract

ABSTRACT: An instructor transformed an undergraduate business statistics course over 10 semesters from a traditional lecture course to a flipped classroom course. The researcher used a linear mixed model to explore the effectiveness of the evolution on student success as measured by exam performance. The results provide guidance to successfully implement a flipped classroom course. The largest improvements were achieved by replacing face-to-face lecture with active learning exercises and using quizzes to verify student engagement with offline materials. Using conditional release of course materials to encourage homework completion also provided a significant benefit to students who missed class often.