ERIC Number: EJ1100863
Record Type: Journal
Publication Date: 2016-Apr
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1527-9316
EISSN: N/A
Discrepancies between Student Perception and Achievement of Learning Outcomes in a Flipped Classroom
Van Sickle, Jenna
Journal of the Scholarship of Teaching and Learning, v16 n2 p29-38 Apr 2016
In a college algebra course that used flipped/inverted pedagogy, students achieved learning outcomes at a significantly higher rate, as evidenced by results on the final exam. At the same time, student perception on a number of measures decreased significantly, including how interested students were in the course and whether the instructor effectively facilitated learning. This article will draw on a variety of research to suggest reasons for these discrepancies and possible solutions to help improve student perception in learner-centered instruction.
Descriptors: Student Centered Learning, Student Attitudes, Teaching Methods, College Mathematics, Course Evaluation, Educational Environment, Student Interests, Likert Scales, Control Groups, Experimental Groups, Academic Achievement, Teacher Student Relationship, Learner Engagement, Classroom Environment, Learning Experience, Correlation, Instructional Effectiveness
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A