Abstract
In a classroom-based intervention utilizing the flipped classroom model, students showed increased performance and satisfaction. During a 2-year experiment in an 11th and 12th grade AP Calculus course, the teacher recorded lectures to be watched at home via the Internet and used class time for problem solving, reversing the standard educational model. Compared with the previous year, average student AP score increased, as did the percentage of students who earned scores eligible for college credit. In a qualitative survey, students unanimously preferred the new format and reported lowered stress and anxiety levels related to homework and learning. Implications for instructional technology, classroom pedagogy, and future technological advances are discussed.
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Notes
- 1.
The success of the flipped classroom model in the AP Calculus Classroom has garnered attention from a number of media sources including: USA Today, The Washington Post, and CNN.
- 2.
Teacher-created content example: http://www.screencast.com/t/vKNtUTgRH.
- 3.
Student-created content example: http://youtu.be/Y48s16qRCP0.
- 4.
The exact scoring method used by the College Board changed somewhat prior to the 2011–2012 academic year (between the Control and Treatment administrations), removing penalties for wrong answers. However, the national distribution of scores was nearly identical for both tests, suggesting that the score comparison remains robust.
- 5.
Both the textbook and teacher remained unchanged throughout the study.
- 6.
The survey was only administered in the 2011–2012 academic year.
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© 2015 Springer International Publishing Switzerland
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Roshan, S. (2015). The Flipped Classroom: Touch Enabled, Academically Proven. In: Hammond, T., Valentine, S., Adler, A., Payton, M. (eds) The Impact of Pen and Touch Technology on Education. Human–Computer Interaction Series. Springer, Cham. https://doi.org/10.1007/978-3-319-15594-4_21
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DOI: https://doi.org/10.1007/978-3-319-15594-4_21
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