ERIC Number: EJ1083658
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Improved Performance via the Inverted Classroom
Weinstein, Randy D.
Chemical Engineering Education, v49 n3 p141-148 Sum 2015
This study examined student performance in an inverted thermodynamics course (lectures provided by video outside of class) compared to a traditional lecture class. Students in the inverted class performed better on their exams. Students in the bottom third of the inverted course showed the greatest improvement. These bottom third students had a C exam average compared to a D+ average of their traditional lecture counterparts. When material was presented in videos longer than 15 minutes, students did not perform as well when compared to material presented in shorter videos. Students also needed to be quizzed on video material frequently to incentivize the students to keep up with the video lectures and spend the time to comprehend the material presented outside of class.
Descriptors: Chemical Engineering, Thermodynamics, Lecture Method, Academic Achievement, Comparative Analysis, Grades (Scholastic), Video Technology, Time Factors (Learning), Tests, Incentives, Student Improvement
Chemical Engineering Education, Chemical Engineering Division of ASEE. P.O. Box 142097, Gainesville, FL 32614. Tel: 352-392-0861; Fax: 352-392-0861; e-mail: email@example.com; Web site: http://www.che.ufl.edu/cee
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A