A Controlled Study of the Flipped Classroom with Numerical Methods for Engineers

Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2013 A Controlled Study of the Flipped Classroom With Numerical Methods for Engineers Jacob L. Bishop Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Engineering Education Commons Recommended Citation Bishop, Jacob L., "A Controlled Study of the Flipped Classroom With Numerical Methods for Engineers" (2013). All Graduate Theses and Dissertations. 2008. https://digitalcommons.usu.edu/etd/2008 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. A CONTROLLED STUDY OF THE FLIPPED CLASSROOM WITH NUMERICAL METHODS FOR ENGINEERS by Jacob L. Bishop A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Engineering Education Approved: Dr. Gilberto E. Urroz Dr. Matthew A. Verleger Major Professor Committee Member Dr. Oenardi Lawanto Dr. Ning Fang Committee Member Committee Member Dr. Christian Geiser Dr. Mark R. McLellan Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2013 ii Copyright c Jacob L. Bishop 2013 All Rights Reserved iii Abstract A Controlled Study of the Flipped Classroom with Numerical Methods for Engineers by Jacob L. Bishop, Doctor of Philosophy Utah State University, 2013 Major Professor: Dr. Gilberto E. Urroz Department: Engineering Education Recent advances in technology and ideology have unlocked entirely new directions for education research. Mounting pressure from increasing tuition costs and free, online course offerings are opening discussion and catalyzing change in the physical classroom. The flipped classroom is at the center of this discussion. The flipped classroom is a new pedagogi- cal method, which employs asynchronous video lectures, practice problems as homework, and active, group-based problem-solving activities in the classroom. It represents a unique combination of learning theories once thought to be incompatible—active, problem-based learning activities founded upon constructivist schema and instructional lectures derived from direct instruction methods founded upon behaviorist principles. The primary reason for examining this teaching method is that it holds the promise of delivering the best from both worlds. A controlled study of a sophomore-level numerical methods course was conducted using video lectures and model-eliciting activities (MEAs) in one section (treatment) and traditional group lecture-based teaching in the other (comparison). This study compared knowledge-based outcomes on two dimensions: conceptual understanding and conventional problem-solving ability. Homework and unit exams were used to assess conventional problem-solving ability, while quizzes and a conceptual test were used to measure iv conceptual understanding. There was no difference between sections on conceptual understanding as measured by quizzes and concept test scores. The difference between average exam scores was also not significant. However, homework scores were significantly lower by 15.5 percentage points (out of 100), which was equivalent to an effect size of 0.70. This difference appears to be due to the fact that students in the MEA/video lecture section had a higher workload than students in the comparison section and consequently neglected to do some of the homework because it was not heavily weighted in the final course grade. A comparison of student evaluations across the sections of this course revealed that perceptions were significantly lower for the MEA/video lecture section on 3 items (out of 18). Based on student feedback, it is recommended that future implementations ensure tighter integration between MEAs and other required course assignments. This could involve using a higher number of shorter MEAs and more focus on the early introduction of MEAs to students. (283 pages) v Public Abstract A Controlled Study of the Flipped Classroom with Numerical Methods for Engineers by Jacob L. Bishop, Doctor of Philosophy Utah State University, 2013 Major Professor: Dr. Gilberto E. Urroz Department: Engineering Education Recent advances in technology and new ways of using it have led to new possibilities for education research. Increasing tuition costs and free, online course offerings are two influ- ences that have led researchers to re-consider the wisdom of conventional teaching methods and to consider alternatives. The flipped classroom is a new teaching method, which uses video lectures and practice problems as homework, while group-based problem-solving activities are used in the classroom. It combines aspects of two learning theories once thought to be incompatible—constructivism and behaviorism. Active, problem-based learning activities are based on the theories of constructivism, and direct instructional (video) lectures a based on behaviorist principles. The main reason for studying the flipped classroom is that it can potentially deliver the best from both worlds. A controlled study of students taking a second-year university course in numerical methods was conducted that used video lectures and model-eliciting activities (MEAs) in one section (treatment) and traditional group lecture-based teaching in the other (comparison). This study compared knowledge in two areas: conceptual understanding and conventional problem-solving ability. Homework and unit exams were used to measure conventional problem-solving ability, while quizzes and a conceptual test were used to measure conceptual understanding. No difference was found between the two sections on conceptual understanding (measured by quiz and concept test vi scores). No difference in exam scores was found, either. However, homework scores were 15.5 percentage points (out of 100) lower for the comparison section, which is considered to be a large difference. This difference is probably due to the fact that students in the treatment section had a higher workload than students in the comparison section and did not complete some of the homework because it did not count very much toward the final course grade (5% out of 100%). Student responses to an opinion-based survey of the class were also compared. Students in the treatment section gave lower ratings for the course than students in the comparison section on 3 out of 18 items. The responses on the remaining 15 items were indistinguishable. Based on student comments about the course, it was recommended that future studies make sure there is tighter integration between in-class group activities (MEAs) and other assignments. This might involve shortening the length of group problems so that more problems can be solved in the same time. It should also include more guidance for students during early stages of group problem solving, and a better explanation of why solving MEAs will help students in their future careers. vii Acknowledgments First, I would like to thank Dr. Matthew Verleger for his continued support throughout the course of my doctoral studies. He has guided me throughout this process as an advisor, mentor, and friend. Even after accepting a position elsewhere, he has continued to advise me, and to show genuine interest in my success. Next, I would like to express my gratitude to my major professor, Dr. Gilberto Urroz. Even though I did not begin my studies under his direction, he willingly adopted me as his own student. Without his guidance and instruction (both to me, and the students in this study), this dissertation would certainly still be a work in progress. Third, I would like to thank Dr. Christian Geiser. One of the worst things that can happen to a graduate student is for him to lose his funding halfway through the course of his studies. Whether by a miracle of fate or simply fortunate circumstance, I began working with Dr. Christian Geiser just as I was approaching a financial dead end. This experience has been both financially beneficial and intellectually stimulating. The experience I have gained working with Dr. Geiser has opened a research path I will likely continue throughout my future career. Fourth, I am grateful for the helpful suggestions of Dr. Ning Fang and Dr. Oenardi Lawanto. In particular, I appreciate the global view that Dr. Lawanto tends to take. His suggestions on how to diagram and organize research literature have been particularly beneficial. Finally, and most of all, I would like to thank my wife, Shelly, for all of the patience, love, and encouraging support she has given me throughout this journey. Jacob L. Bishop viii Contents Page Abstract ::::::::::::::::::::::::::::::::::::::::::::::::::::::: iii Public Abstract ::::::::::::::::::::::::::::::::::::::::::::::::: v Acknowledgments :::::::::::::::::::::::::::::::::::::::::::::::: vii List of Tables ::::::::::::::::::::::::::::::::::::::::::::::::::: xi List of Figures :::::::::::::::::::::::::::::::::::::::::::::::::: xii 1 Introduction :::::::::::::::::::::::::::::::::::::::::::::::::: 1 1.1 Motivation . .1 1.2 Purpose Statement . .5 1.3 Defining the Flipped Classroom . .5 1.4 Educational Effectiveness and the Flipped Classroom . .7 1.4.1 Knowledge Outcomes of Student Learning . .8 1.4.2 Student Perceptions . .9 1.5 Research Questions . 10 1.6 Dissertation Outline . 10 2 Literature

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