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ERIC Number: EJ1100863
Record Type: Journal
Publication Date: 2016-Apr
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1527-9316
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.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail:; Web site:
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