nutr 120 tlt improving flipped presentation
DESCRIPTION
Improving the flipped classroom study from Ryan Banow and Tiffany Banow.TRANSCRIPT
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Improving the Flipped Classroom
Through the Use of a Backchannel and Unlimited Quiz Attempts
Ryan Banow, GMCTETiffany Banow, St. Peter’s College
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T & R Banow, May 20132
Outline
1. What are the concerns with flipped classrooms?
2. Course design decisions.
3. Instructor experiences.
4. Student perceptions survey.• Videos• Backchannel• Quizzes
5. Recommendations.
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T & R Banow, May 20133
Common Concerns with Flipped Classrooms
1. Students cannot ask questions “in the moment” while viewing lectures.
2. Students may not complete the pre-class activities.
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T & R Banow, May 20134
Course Design - Videos
• Nutrition 120 course meets once a week for 3 hours.
• Students view lecture videos at home.• Lectures are chunked• Hosted on Usask’s ShareStream within
BBLearn• CenterClass backchannel tool available for
asking anonymous questions
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T & R Banow, May 20135
Course Design - Quizzes
• Students complete mandatory pre-class quizzes.• Multiple choice• 15 minute time limit• Randomized questions• Unlimited attempts• Weighted at 10%• Reviewed in class
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T & R Banow, May 20136
Course Design – In-Class
• Engage in learner-centred activities.• Case studies• Student presentations• Discussions• Demonstrations• Practice problems
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T & R Banow, May 20137
Instructor Perceptions
• Improved student engagement.
• Need to “go through” the quizzes to solidify the content.
• Time for interactive demonstrations, games and videos along with debrief in class.
• Real-time feedback within each class.
• Increased student confidence and competence.
• Student ownership of learning.
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T & R Banow, May 20138
Student Perceptions - Survey
• Methodology• Administered an online survey one week prior to the end
of the course• Closed ended questions
• Demographics• Small class• 10 students and 9 respondents
• All students under the age of 20• Either in first or second year of post-secondary• All students in sciences• All students either comfortable or very comfortable with
“computers and the internet”
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T & R Banow, May 20139
Student Perceptions - Videos
• How many weeks did you view the lecture videos?
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T & R Banow, May 201310
Student Perceptions - Videos
• How effective were the lecture videos at “teaching” you the basic concepts compared to standard in-class lectures?
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T & R Banow, May 201311
Student Perceptions – Questions’ Backchannel
• On average, how many questions did you have each week while viewing the lecture videos?
• On average, how many questions did you ask on CenterClass each week?
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T & R Banow, May 201312
Student Perceptions – Questions’ Backchannel
• Why did you not use CenterClass?
Other = “didn’t have questions”
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T & R Banow, May 201313
Student Perceptions – Questions’ Backchannel
• What method would you rather use to ask questions that arise from the video lectures?
Other = “CenterClass is fine”, “in class”
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T & R Banow, May 201314
Student Perceptions – Questions’ Backchannel
• Did the anonymity of CenterClass make you more or less likely to ask questions?
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Student Perceptions – Unlimited Attempts at Quiz• The students completed all of the quizzes
save for two incomplete quizzes from one student.
• How effective were the quizzes at supporting your learning?
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T & R Banow, May 201316
Student Perceptions – Unlimited Attempts at Quiz
• On average, how many times did you attempt each quiz?
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T & R Banow, May 201317
Student Perceptions – Unlimited Attempts at Quiz
• If you scored poorly on a quiz, how often did you go back and “re-learn” the content?
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T & R Banow, May 201318
Student Perceptions – Unlimited Attempts at Quiz
• How often did you “game” the quiz system?
• Do you think you learned from “gaming” the quiz system?
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T & R Banow, May 201319
Student Perceptions – Unlimited Attempts at Quiz
• In terms of learning, what would be the ideal number of allowed quiz attempts?
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Student Perceptions – Unlimited Attempts at Quiz
• How effective was the unlimited attempts feature in supporting your learning?
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T & R Banow, May 201321
Student Perceptions – Closing Thoughts
• 66% of students found the “flipped classroom” model to be “somewhat effective” or “effective”.
• 78% of students found this class to be the “same” or “less” work than other courses.
• 67% of students would “like to take another flipped class”.
• All of the students would “recommend this class to friends”.
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T & R Banow, May 201322
Recommendations
• Use a backchannel tool along with lecture videos.• Discuss with students which backchannel tool
to use• Stress the benefit of using a backchannel
instead of emails or waiting until class to ask questions
• Remind students of the backchannel often• Integrate into class
• Employ randomized quizzes with at least three attempts to prepare students for in-class application.
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T & R Banow, May 201323
Future Directions
• Employ similar course designs.• Larger classes• Upper year classes• Different subject areas
• Please, contact me if you have a course that you would like a similar design in!• [email protected]• Gwenna Moss Centre, U of S